Test Bank For Modern Systems Analysis and Design, 10th Edition by Joseph S Valacich Joey F. George A

Test Bank For Modern Systems Analysis and Design, 10th Edition by Joseph S Valacich Joey F. George All Test Bank For Chapters 1-12 Modern Systems Analysis and Design, 10th Edition by Joseph S Valacich Joey F. George Chapter 1-12 Chapter 1

The Systems Development Environment

1) ________ would be classified as software designed to support the payroll function.

A) System software B) Design software C) Analysis software D) Application software Answer: D Page Ref: 3 Diff: Easy AACSB: Information Technology Learning Objective: 1.1 Define information systems analysis and design Classification: Concept 2) ________ is designed to support organizational functions or processes.

A) Application software B) Design software C) Analysis software D) Testing software Answer: A Page Ref: 3 Diff: Easy AACSB: Information Technology Learning Objective: 1.1 Define information systems analysis and design Classification: Concept 3) Who has the primary responsibility for the design and analysis of information systems?

A) Systems analyst B) Software engineer C) Employees D) Applications developer Answer: A Page Ref: 4 Diff: Easy AACSB: Information Technology Learning Objective: 1.1 Define information systems analysis and design Classification: Concept

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4) Which of the below is NOT one of the three elements that work together to form an organizational approach to systems analysis and design?

A) Methodologies B) Techniques C) Milestones D) Tools Answer: C Page Ref: 5 Diff: Easy AACSB: Information Technology Learning Objective: 1.1 Define information systems analysis and design Classification: Concept 5) ________ are large, complex systems that consist of a series of independent system modules.

A) Supply chain management systems B) Enterprise-wide systems C) Customer relationship management systems D) Transaction processing systems Answer: B Page Ref: 6 Diff: Moderate AACSB: Information Technology Learning Objective: 1.1 Define information systems analysis and design Classification: Concept 6) Most organizations find it beneficial to use a standard set of steps, called ________, to develop and support their information systems.

A) Systems development methodology B) Supply chain management systems C) Analytical processing systems D) Customer relationship management systems Answer: A Page Ref: 6 Diff: Difficult AACSB: Information Technology Learning Objective: 1.1 Define information systems analysis and design Classification: Concept 7) Which of the below is a traditional methodology used to develop, maintain, and replace information systems?

A) Prototyping B) OOAD C) RAD D) SDLC Answer: D Page Ref: 6 Diff: Easy AACSB: Information Technology 2 Copyright © 2025 Pearson Education, Inc.

Learning Objective: 1.1 Define information systems analysis and design Classification: Concept 8) Today there is continued focus on developing systems for the Internet and these systems often involve a three-tier design. Which of the below statements is NOT one of the tiers?

A) The database on a server B) The application on a server C) The client logic located on user machines D) The software in the cloud Answer: D Page Ref: 6 Diff: Moderate AACSB: Information Technology Learning Objective: 1.1 Define information systems analysis and design Classification: Concept 9) Projects produce ________ that are often reviewed by people outside the team.

A) Methodologies B) Systems C) Life cycles D) Milestones Answer: D Page Ref: 8 Diff: Easy AACSB: Information Technology Learning Objective: 1.1 Define information systems analysis and design Classification: Concept 10) Information systems analysis and design is a process to develop and maintain computer-based information systems.

Answer: TRUE Page Ref: 3 Diff: Easy AACSB: Information Technology Learning Objective: 1.1 Define information systems analysis and design Classification: Concept 11) Most organizations never developed their applications from scratch using their in-house development staff.

Answer: FALSE Page Ref: 5 Diff: Moderate AACSB: Information Technology Learning Objective: 1.1 Define information systems analysis and design Classification: Concept 12) Systems development came to be more disciplined as many people worked to make it more 3 Copyright © 2025 Pearson Education, Inc.

like engineering.

Answer: TRUE Page Ref: 5 Diff: Easy AACSB: Information Technology Learning Objective: 1.1 Define information systems analysis and design Classification: Concept 13) The SDLC model has six phases.

Answer: FALSE Page Ref: 6 Diff: Easy AACSB: Information Technology Learning Objective: 1.1 Define information systems analysis and design Classification: Concept 14) What is meant by system methodologies, techniques, and tools?

Answer: Methodologies are comprehensive, multiple-step approaches to systems development.

Techniques are particular processes that you follow to help ensure that your work is complete, well done, and understood by others. Tools are typically computer programs that make it easier to use and benefit from techniques and to follow faithfully the guidelines of the overall development methodology. The techniques and tools should support the chosen methodology. Methodologies, techniques, and tools work together to form an organizational approach to systems analysis and design.

Page Ref: 4 Diff: Easy AACSB: Information Technology Learning Objective: 1.1 Define information systems analysis and design Classification: Synthesis 15) What are the five major phases of the SDLC? Answer: The major SDLC phases include planning, analysis, design, implementation, and maintenance. Planning is the first phase of the SDLC in which an organization's total information system needs are identified, analyzed, prioritized, and arranged. Analysis is the second phase of the SDLC in which system requirements are studied and structured. During the third phase, the design phase, a description of the recommended solution is converted into logical and then physical system specifications. Implementation is the fourth phase of the SDLC in which the information system is coded, tested, installed, and supported in the organization. Maintenance is the fifth and final phase of the SDLC in which an information system is systematically repaired and improved.

Page Ref: 8 Diff: Moderate AACSB: Information Technology Learning Objective: 1.1 Define information systems analysis and design Classification: Synthesis 16) Which of the below is a true statement regarding the systems development life cycle?

A) The SDLC is not iterative.

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B) It is not possible to complete some activities in one phase in parallel with those of another phase.

C) The life cycle can be thought of as a circular process in which the end of the useful life of one system leads to the beginning of another project to develop a version of or replace an existing system.

D) The life cycle can be thought of as a linear process in which the end of the useful life of one system leads to the beginning of another project to develop a version of or replace an existing system.

Answer: C Page Ref: 6 Diff: Difficult AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 17) Which of the following is NOT a part of the Evolutionary model of the SDLC process?

A) Analysis B) Design C) Planning D) Procedure Answer: D Page Ref: 7 Diff: Easy AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 18) What is the first phase in the Systems Development Life Cycle?

A) Analysis B) Design C) Planning D) Procedure Answer: C Page Ref: 7 Diff: Moderate AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 19) Which of the following activities happens during the SDLC planning phase?

A) A presentation of why the system should or should not be developed by the organization is given.

B) New system requirements are identified.

C) The high level design is prepared.

D) User acceptance testing is performed.

Answer: A Page Ref: 8 Diff: Easy 5 Copyright © 2025 Pearson Education, Inc.

AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 20) In which phase of the SDLC are the system requirements studied and structured?

A) Implementation B) Analysis C) Design D) Planning Answer: B Page Ref: 9 Diff: Easy AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 21) Which SDLC phase focuses on the needs of the entire organization?

A) Design B) Planning C) Logical D) Analysis Answer: B Page Ref: 8 Diff: Moderate AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 22) In which design phase of the SDLC are logical specifications of the system from logical design transformed into technology-specific details from which all programming and system construction can be accomplished?

A) Logical design B) Physical design C) Conceptual design D) High level design Answer: B Page Ref: 9 Diff: Moderate AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 23) In which phase of the SDLC is the information system coded, tested, installed, and supported in the organization?

A) Implementation B) Analysis C) Design 6 Copyright © 2025 Pearson Education, Inc.

D) Planning Answer: A Page Ref: 9 Diff: Easy AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 24) Which is the fourth phase in a SDLC cycle?

A) Maintenance B) Analysis C) Design D) Implementation Answer: D Page Ref: 9 Diff: Easy AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 25) In which part of the design phase of the SDLC are the logical specifications of the system from logical design transformed into technology-specific details from which all programming and system construction can be accomplished?

A) Implementation B) Object modeling C) Physical design D) Logical design Answer: C Page Ref: 9 Diff: Difficult AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 26) In which phase of the SDLC is an information system systematically repaired and improved?

A) Implementation B) Analysis C) Design D) Maintenance Answer: D Page Ref: 10 Diff: Easy AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept

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27) Which of the following are delivered after the completion of planning phase?

A) Functional, detailed specifications of all system elements B) Description of all functional features of the proposed system C) Code, documentation, training procedures, and support capabilities D) Detailed steps, or work plan, for project Answer: D Page Ref: 10 Diff: Difficult AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 28) ________ is/are the final output from the analysis phase.

A) Physical system specifications B) Work plan for the project C) Priorities for systems and projects proposal D) A description of the alternative solution Answer: D Page Ref: 9 Diff: Difficult AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 29) Which of the following are delivered after the completion of the implementation phase?

A) Code, documentation, training procedures, and support capabilities B) Functional, detailed specifications of all system elements C) Description of current system and where problems and opportunities are with a general recommendation on how to fix, enhance, or replace current system D) Priorities for systems and projects; an architecture for data, networks, and selection hardware, and IS management are the result of associated systems Answer: A Page Ref: 10 Diff: Moderate AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 30) Which of the following are delivered after the completion of analysis phase?

A) Functional, detailed specifications of all system elements B) Priorities for systems and projects; an architecture for data, networks, and selection hardware, and IS management are the result of associated systems C) Code, documentation, training procedures, and support capabilities D) Description of current system and where problems and opportunities are with a general recommendation on how to fix, enhance, or replace current system Answer: D Page Ref: 10 Diff: Moderate 8 Copyright © 2025 Pearson Education, Inc.

AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 31) Which of the below is NOT a true statement regarding the SDLC? A) It is a highly linked set of phases whose products feed the activities in subsequent phases.

B) The different phases are clearly defined.

C) The relationships between phases are well specified.

D) It is a rapid method to prototype and develop an application.

Answer: D Page Ref: 11 Diff: Difficult AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 32) Which of the following is a drawback of the traditional waterfall SDLC approach?

A) Users are locked into requirements.

B) There are no criticisms.

C) The process is too chaotic.

D) It is too short of a process.

Answer: A Page Ref: 13 Diff: Difficult AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 33) Which of the following is a criticism of the software development life cycle?

A) Reliance on the life-cycle approach has forced dynamic processes into time phases doomed to fail.

B) Life-cycle reliance has created a lack of documentation for the system.

C) There it too much feedback in between phases causing the projects to take too long to complete.

D) The life-cycle is too short to create meaningful applications.

Answer: A Page Ref: 18 Diff: Easy AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 34) Which of the following is one of three key principles shared by the Agile Methodologies?

A) A focus on self-adaptive processes B) A focus on roles C) A focus on predictive methodologies D) A focus on passive processes Answer: A 9 Copyright © 2025 Pearson Education, Inc.

Page Ref: 14 Diff: Difficult AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 35) Traditionally in the SDLC, one phase ended and another began once a ________ had been reached.

A) scrum B) milestone C) deadline D) requirement Answer: B Page Ref: 13 Diff: Easy AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 36) The software development life cycle always consists of the same sequentially ordered set of phases.

Answer: FALSE Page Ref: 6 Diff: Moderate AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 37) Logical design is independent of any specific hardware or software platform.

Answer: TRUE Page Ref: 9 Diff: Easy AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 38) The part of the design process that is independent of any specific hardware or software platform is referred to as logical design.

Answer: TRUE Page Ref: 9 Diff: Moderate AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 39) As part of logical design, analysts design the various parts of the system to perform the physical operations necessary to facilitate data capture, processing, and information output.

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Answer: FALSE Page Ref: 9 Diff: Easy AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 40) Maintenance is a separate phase and not the repetition of the other life cycle phases to study and implement the needed changes.

Answer: FALSE Page Ref: 10 Diff: Difficult AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 41) The SDLC is a highly linked set of phases whose products feed the activities in subsequent phases.

Answer: TRUE Page Ref: 10 Diff: Moderate AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 42) New versions or releases of software with associated updates to documentation, training, and support are not part of the maintenance phase.

Answer: FALSE Page Ref: 10 Diff: Moderate AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Concept 43) Explain in detail the importance of the analysis phase of the SDLC. Answer: The second phase in the SDLC is analysis. During this phase, the analyst thoroughly studies the organization's current procedures and the information systems used to perform organizational tasks. Analysis has two subphases. The first is requirements determination. In this sub-phase, analysts work with users to determine what the users want from a proposed system. The requirements determination process usually involves a careful study of any current systems, manual and computerized, that might be replaced or enhanced as part of the project.

Page Ref: 9 Diff: Moderate AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Synthesis 44) Explain the design phase in the SDLC and its types.

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Answer: The third phase in the SDLC is design. During design, analysts convert the description of the recommended alternative solution into logical and then physical system specifications. The analysts must design all aspects of the system, from input and output screens to reports, databases, and computer processes. The analysts must then provide the physical specifics of the system they have designed, either as a model or as detailed documentation, to guide those who will build the system. That part of the design process that is independent of any specific hardware or software platform is referred to as logical design. Theoretically, the system could be implemented on any hardware and systems software. The idea is to make sure that the system functions as intended.

Logical design concentrates on the business aspects of the system and tends to be oriented to a high level of specificity. Once the overall high-level design of the system is worked out, the analysts begin turning logical specifications into physical ones. This process is referred to as physical design. As part of physical design, analysts design the various parts of the system to perform the physical operations necessary to facilitate data capture, processing, and information output.

Page Ref: 9 Diff: Moderate AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Synthesis 45) Explain the importance of the implementation phase in the SDLC process.

Answer: The fourth phase in the SDLC is implementation. The physical system specifications, whether in the form of a detailed model or as detailed written specifications, are turned over to programmers as the first part of the implementation phase. During implementation, analysts turn system specifications into a working system that is tested and then put into use. Implementation includes coding, testing, and installation. During coding, programmers write the programs that make up the system. Sometimes the code is generated by the same system used to build the detailed model of the system. During testing, programmers and analysts test individual programs and the entire system in order to find and correct errors. During installation, the system becomes part of the daily activities of the organization. Application software is installed, or loaded, on existing or hardware, and users are introduced to the system and trained. Testing and installation should be planned for as early as the project initiation and planning phase; both testing and installation require extensive analysis in order to develop exactly the right approach.

Page Ref: 9 Diff: Difficult AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Synthesis 46) Explain the importance of the maintenance phase in the SDLC process.

Answer: The fifth and final phase in the SDLC is maintenance. When a system (including its training, documentation, and support) is operating in an organization, users sometimes find problems with how it works and often think of better ways to perform its functions. Also, the organization's needs with respect to the system change over time. In maintenance, programmers make the changes that users ask for and modify the system to reflect evolving business conditions.

These changes are necessary to keep the system running and useful. In a sense, maintenance is not a separate phase but a repetition of the other life cycle phases required to study and implement the needed changes. One might think of maintenance as an overlay on the life cycle rather than as a separate phase. The amount of time and effort devoted to maintenance depends a great deal on the 12 Copyright © 2025 Pearson Education, Inc.

performance of the previous phases of the life cycle. There inevitably comes a time, however, when an information system is no longer performing as desired, when maintenance costs become prohibitive, or when an organization's needs have changed substantially.

Page Ref: 10 Diff: Difficult AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Synthesis 47) List the outputs delivered from each of the SDLC phases.

Answer: Products for the planning phase include priorities for systems and projects; an architecture for data, networks, and selection hardware as well as IS management; detailed steps, or work plan, for the project; specification of system scope and high-level system requirements or features; assignment of team members and other resources; and the system justification or business case. The products for the analysis phase include a description of the current system and where problems or opportunities are with a general recommendation on how to fix, enhance, or replace the current system; and an explanation of alternative systems and justification. The design phase provides functional, detailed specifications of all system elements; technical, detailed specifications of all system elements; and an acquisition plan for technology. Implementation provides code, documentation, training procedures, and support capabilities. Maintenance products include versions or releases of software with associated updates to documentation, training, and support.

Page Ref: 10 Diff: Difficult AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Synthesis 48) What happens during testing and installation of the systems during the implementation phase of the software development life cycle?

Answer: During testing, programmers and analysts test individual programs and the entire system in order to find and correct errors. During installation, the system becomes part of the daily activities of the organization. Application software is installed, or loaded, on existing or hardware, and users are introduced to the system and trained.

Page Ref: 9 Diff: Moderate AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Synthesis 49) Describe the criticism of traditional waterfall SDLC process.

Answer: There are several criticisms of the traditional life-cycle approach to systems development. One relates to the way the life cycle is organized. Note how the flow of the project begins in the planning phase and from there runs "downhill' to each subsequent phase, just like a stream that runs off a cliff. It became too tempting to ignore the need for feedback and to treat each phase as complete unto itself, never to be revisited once finished. Another criticism of the traditional waterfall SDLC is that the role of system users or customers was narrowly defined.

User roles were often relegated to the requirements determination or analysis phases of the project, 13 Copyright © 2025 Pearson Education, Inc.

where it was assumed that all of the requirements could be specified in advance. Such an assumption, coupled with limited user involvement, reinforced the tendency of the waterfall model to lock in requirements too early, even after business conditions had changed.

Page Ref: 12 Diff: Difficult AACSB: Information Technology Learning Objective: 1.2 Describe the information systems development life cycle (SDLC) Classification: Synthesis 50) Which of the following is NOT true regarding iterative development?

A) It is a mechanism for dealing with a lack of predictability.

B) It focuses on the frequent production of working versions of a system.

C) It provides feedback to customers.

D) Feedback is not provided to developers and customers.

Answer: D Page Ref: 14 Diff: Difficult AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 51) The Agile Manifesto values which of the following?

A) An acquisition plan for technology B) High-level system requirements or features C) General recommendations on how to fix, enhance, or replace current system D) Individuals and interactions over processes and tools Answer: D Page Ref: 14 Diff: Difficult AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 52) Which of the following is NOT valued according to the Agile Manifesto for software development?

A) Responding to change over following a plan B) Working software over comprehensive documentation C) Prioritizing the plan over the change required D) Individuals and interactions over processes and tools Answer: C Page Ref: 14 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept

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53) The agile methods critical factor "Size" refers to which of the following?

A) Well matched to small products and teams B) Simple design and continuous refactoring are excellent for highly dynamic environments but a source of potentially expensive rework for highly stable environments C) Requires continuous presence of a critical mass of scarce experts D) Thrives in a culture where people feel comfortable and empowered by having many degrees of freedom Answer: A Page Ref: 15 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 54) The agile methods critical factor "Criticality" refers to which of the following?

A) Well matched to small products and teams B) Untested on safety-critical products C) Requires continuous presence of a critical mass of scarce experts D) Thrives in a culture where people feel comfortable and empowered by having many degrees of freedom Answer: B Page Ref: 15 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 55) "Thrives in a culture where people feel comfortable and empowered by having many degrees of freedom" refers to which of the following agile methods critical factors?

A) Personnel B) Dynamism C) Size D) Culture Answer: D Page Ref: 15 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept

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56) The agile methods critical factor "Personnel" refers to which of the following?

A) Well matched to small products and teams B) Untested on safety-critical products C) Requires continuous presence of a critical mass of scarce experts D) Thrives in a culture where people feel comfortable and empowered by having many degrees of freedom Answer: C Page Ref: 15 Diff: Difficult AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 57) The agile methods critical factor "Dynamism" refers to which of the following?

A) Well matched to small products and teams B) Simple design and continuous refactoring are excellent for highly dynamic environments but a source of potentially expensive rework for highly stable environments C) Requires continuous presence of a critical mass of scarce experts D) Thrives in a culture where people feel comfortable and empowered by having many degrees of freedom Answer: B Page Ref: 15 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 58) Which of the following is a critical factor that distinguishes agile methods from traditional approaches to systems development?

A) Hard to tailor down to small projects B) Needs a critical mass of scarce experts during project definition C) People are more comfortable have their roles defined D) Thrives in a culture where people feel empowered by having many degrees of freedom Answer: D Page Ref: 15 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 59) Which of the following is NOT a feature of eXtreme Programming?

A) Long cycles B) Incremental planning approach C) Focus on automated tests written by programmers and customers to monitor the development process D) Reliance on an evolutionary approach to development Answer: A Page Ref: 15 16 Copyright © 2025 Pearson Education, Inc.

Diff: Easy AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 60) Under eXtreme Programming, ________ and ________ are intimately related parts of the same process.

A) Design; coding B) Planning; design C) Coding; testing D) Testing; implementation Answer: C Page Ref: 16 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 61) Compared to traditional coding practices, which of the below is NOT an advantage of pair programming?

A) More (and better) communication among developers B) Higher levels of productivity C) Higher-quality code D) Coding written in silos Answer: D Page Ref: 16 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 62) Which of the below statements is NOT part of the agile manifesto?

A) Build projects around motivated individuals B) The best architectures, requirements, and designs emerge from centrally organized teams C) Working software is the primary measure of progress D) The sponsors, developers, and users should be able to maintain a constant pace indefinitely Answer: B Page Ref: 14 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 63) In an agile methodology, what typically is associated with the completion of an iteration?

A) A portion of the working a prototype B) A review process C) The end of a phase D) The end of the project 17 Copyright © 2025 Pearson Education, Inc.

Answer: B Page Ref: 14 Diff: Easy AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 64) Which of the below is a true statement according to the agile methodologies group?

A) Requirements are rarely well understood.

B) Requirements are usually well understood.

C) Face-to-face conversation is ineffective.

D) Face-to-face conversation is inefficient.

Answer: A Page Ref: 13 Diff: Difficult AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 65) When using Scrum, the ________ is there to teach and enforce the rules.

A) Scrum master B) Product owner C) Developer D) Systems analyst Answer: A Page Ref: 16 Diff: Easy AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 66) Computer-aided software engineering (CASE) tools were developed to make systems developers' work easier and more consistent.

Answer: TRUE Page Ref: 5 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 67) eXtreme Programming is not an instance of one of the Agile Methodologies.

Answer: FALSE Page Ref: 11 Diff: Easy AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 18 Copyright © 2025 Pearson Education, Inc.

68) Implementation is the final step of the traditional waterfall SDLC method.

Answer: FALSE Page Ref: 10 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 69) Agile programming has higher levels of productivity as compared to traditional coding practices.

Answer: TRUE Page Ref: 16 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 70) The philosophy of eXtreme Programming is that code that is successfully tested will integrated into the system a few hours after it is written.

Answer: TRUE Page Ref: 16 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 71) Scrum is designed for speed and for multiple functional product releases.

Answer: TRUE Page Ref: 16 Diff: Easy AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 72) When using Scrum, a "sprint" typically lasts three to six months.

Answer: FALSE Page Ref: 16 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 73) When using Scrum, a "sprint" is a complete project in and of itself.

Answer: TRUE Page Ref: 16 Diff: Easy AACSB: Information Technology 19 Copyright © 2025 Pearson Education, Inc.

Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 74) The Scrum master is accountable for the product and the development team.

Answer: FALSE Page Ref: 16 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Concept 75) What are Agile Methodologies? What are the three key principles of the Agile Methodologies?

Answer: The Agile Methodologies are a response to the problems associated with the traditional SDLC methodology. The Agile Methodologies group argues that software development methodologies adapted from engineering generally do not fit with real-world software development. The three key principles are a focus on adaptive rather than predictive methodologies, a focus on people rather than roles, and a focus on a self-adaptive process.

Page Ref: 13 Diff: Moderate AACSB: Information Technology Learning Objective: 1.3 Describe the agile methodologies, eXtreme Programming, and Scrum Classification: Synthesis

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Modern Systems Analysis and Design, 10e (Valacich) Chapter 2 The Origins of Software 1) What is the practice of a company running a computer application for another organization?

A) Outsourcing B) Information Technology Development C) In-house Payroll System D) Reusing Answer: A Page Ref: 23 Diff: Easy AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Concept 2) All of the following are examples of company outsourcing except ________.

A) Payroll B) Information Technology (IT) C) Running your applications at your site D) Top executive teams Answer: D Page Ref: 23 Diff: Moderate AACSB: Reflective Thinking Learning Objective: 2.1 Explain outsourcing Classification: Concept 3) Which of the following is a reason why a company may outsource certain operations?

A) Decrease process efficiencies B) Outsource noncore activities C) Increase time to market D) Keep the information technology staff from being bored Answer: B Page Ref: 23 Diff: Easy AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Concept

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4) What is one reason a company may outsource their operations?

A) So internal resources can oversee the outsourcing at the new firm.

B) To decrease process efficiencies.

C) Reduce time to market.

D) Because all companies outsource parts of their organization to focus on the core business.

Answer: C Page Ref: 23 Diff: Moderate AACSB: Reflective Thinking Learning Objective: 2.1 Explain outsourcing Classification: Concept 5) ________ is the practice of turning over responsibility of some to all of an organization's information systems applications and operations to an outside firm.

A) Outsourcing B) Reuse C) Nearshoring D) Time to market Answer: A Page Ref: 23 Diff: Moderate AACSB: Reflective Thinking Learning Objective: 2.1 Explain outsourcing Classification: Concept 6) What is the practice of U.S. firms contracting with countries in Latin America?

A) Nearshoring B) Offshoring C) Nextshoring D) Neighbor redevelopment Answer: A Page Ref: 24 Diff: Easy AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Concept

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7) Which of the following is NOT a major category of sources of software?

A) Offshore B) Cloud computing vendors C) In-house developers D) Package software Answer: A Page Ref: 24 Diff: Easy AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Concept 8) Reasons for outsourcing include all but one of the following statements.

A) Freeing up internal resources B) Increasing the revenue potential of the organization C) Increasing time to market D) Increasing process efficiencies Answer: C Page Ref: 23 Diff: Easy AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Concept 9) Many U.S. firms are turning to nearshoring, or contracting with companies in ________.

A) Latin America B) the Philippines C) Neighboring states D) Alaska Answer: A Page Ref: 24 Diff: Easy AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Concept 10) Systems analysts should consult organizations in the area that provide outsourcing services when generating alternative system development strategies for a system.

Answer: TRUE Page Ref: 24 Diff: Easy AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Concept

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11) Mexico is often seen as a complement to India for outsourcing.

Answer: TRUE Page Ref: 24 Diff: Easy AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Concept 12) IT services firms generally do not specialize or have expertise in given business areas such as banking or finance.

Answer: FALSE Page Ref: 25 Diff: Easy AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Concept 13) Because open source software is free, it is impossible to make money with it.

Answer: FALSE Page Ref: 30 Diff: Easy AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Concept 14) Companies outsource their information systems because they want to reduce their time to market.

Answer: TRUE Page Ref: 23 Diff: Easy AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Concept 15) If a company chooses to not to outsource their information technology, their only other option is to build the systems in-house.

Answer: FALSE Page Ref: 24 Diff: Difficult AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Concept

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16) Cloud computing has experienced decreased growth in recent years.

Answer: FALSE Page Ref: 28 Diff: Moderate AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Concept 17) Outsourcing can leverage the economies of scale achieved from running one stable computer application for many organizations at very low prices.

Answer: TRUE Page Ref: 23 Diff: Moderate AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Concept 18) Most organizations outsource at least some aspect of their information systems activities.

Answer: TRUE Page Ref: 23 Diff: Easy AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Concept 19) What is outsourcing? Identify two outsourcing arrangements. Identify two reasons for outsourcing.

Answer: Outsourcing is the practice of turning over responsibility of some to all of an organization's information systems applications and operations to an outside firm. A company may hire a third party to develop and run its applications on the third party's computers. Another alternative is for the third party to run the applications on-site and on your computers. Reasons for outsourcing include cost-effectiveness and the company's core mission does not involve managing an information systems unit.

Page Ref: 23 Diff: Moderate AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Synthesis

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20) Why would an analyst need to have an awareness of outsourcing as an alternative to handling IT services in-house?

Answer: Analysts need to be aware of outsourcing as an alternative. When generating alternative system development strategies for a system, an analyst should consult with organizations in the area that provide outsourcing services. Perhaps outsourcing the replacement system should be one of your alternatives. Knowing what your system requirements are before you consider outsourcing means that you can carefully assess how well the suppliers of outsourcing services can respond to your needs. However, should you decide not to consider outsourcing, you need to determine whether some software components of your replacement system should be purchased and not built in-house.

Page Ref: 24 Diff: Moderate AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Synthesis 21) Why would an organization outsource information systems operations?

Answer: Outsourcing may be cost-effective. If a company specializes in running payroll for other companies, it can leverage the economies of scale it achieves from running one stable computer application for many organizations into very low prices. Outsourcing also provides a way for firms to leapfrog their current position in information systems and to turn over development and operations to outside staff who possess knowledge and skills not found internally. Other reasons for outsourcing include: freeing up internal resources, increasing the revenue potential of the organization, reducing time to market, increasing process.

Page Ref: 23 Diff: Easy AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Synthesis 22) Describe how an IT service firm can meet the needs of an organization. Provide an example of an IT service firm.

Answer: If a company needs an information system but does not have the expertise or the personnel to develop the system in-house, and a suitable off-the-shelf system is not available, the company will likely consult an information technology services firm. IT services firms help companies develop custom information systems for internal use, or they develop, host, and run applications for customers, or they provide other services. These firms employ people with expertise in the development of information systems. Their consultants may also have expertise in a given business area. Examples of IT firms include IBM, HP, and Computer Sciences Corp.

Page Ref: 25 Diff: Difficult AACSB: Information Technology Learning Objective: 2.1 Explain outsourcing Classification: Synthesis

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23) Which of the following is a function of an IT service firm?

A) Run applications for customers B) Support an order entry system C) Rent licenses D) Provide open source software Answer: A Page Ref: 25 Diff: Difficult AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 24) A ________ may be good enough for a certain level of performance, but it will never perfectly match the way a given organization does business.

A) Turnkey system B) Cloud computing system C) Enterprise resource planning system D) Open-source software system Answer: A Page Ref: 27 Diff: Easy AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 25) ________ software solutions consist of a series of integrated modules.

A) Quicken B) Cloud Computing C) Open Source D) Enterprise Resource Planning Answer: D Page Ref: 27 Diff: Easy AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept

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26) ________ is/are off-the-shelf software systems that cannot be modified to meet the specific, individual needs of a particular organization.

A) In-house designs B) Custom software C) Turnkey systems D) Open source systems Answer: C Page Ref: 26 Diff: Moderate AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 27) ________ solutions integrate individual traditional business functions into a series of modules so that a single transaction occurs seamlessly within a single information system rather than several separate systems.

A) Turnkey B) ERP C) IBM D) Consultants Answer: B Page Ref: 27 Diff: Moderate AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 28) You should choose ________ when you require custom support and the system can't be built internally.

A) IT service firms B) Packaged software producers C) Enterprise-wide solutions vendors D) Cloud computing Answer: A Page Ref: 30 Diff: Moderate AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept

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29) You should choose ________ for complete systems that cross functional boundaries.

A) IT service firms B) Packaged software producers C) Enterprise-wide solutions vendors D) Cloud computing Answer: C Page Ref: 30 Diff: Moderate AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 30) You should choose ________ for instant access to an application or when the supported task is generic.

A) IT service firms B) Packaged software producers C) Enterprise-wide solutions vendors D) Cloud computing Answer: D Page Ref: 30 Diff: Moderate AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 31) Which solution enables a firm to integrate all parts of a business process into a unified information system?

A) Prepackaged B) Off the shelf C) Enterprise software solutions D) Azure Answer: C Page Ref: 27 Diff: Moderate AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept

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32) If an organization is using applications rented from a third party vendor running in a remote location, they are most likely using what type of software system?

A) ERP B) Mobile software C) Cloud computing D) SAP Answer: C Page Ref: 27 Diff: Moderate AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 33) Why is open-source software different than the other types of software?

A) Companies make money by offering maintenance contracts.

B) It is available via the Internet.

C) The source code is free.

D) Only major corporations offer it.

Answer: C Page Ref: 30 Diff: Difficult AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 34) Which of the following is a method for organizations to obtain applications for rent from a third-party provider who run the applications at a remote site?

A) Enterprise Resource Planning (ERP) B) Pre-packaged software C) Cloud computing D) Information Technology (IT) service firms Answer: C Page Ref: 27 Diff: Difficult AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept

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35) ________ measures the difficulty of loading the software and making it operational.

A) Ease of installation B) Installation viability C) Functionality D) Flexibility Answer: A Page Ref: 32 Diff: Difficult AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 36) What is the primary concern of IT managers as it relates to cloud computing?

A) Selecting an appropriate vendor B) Losing control of their data C) Not knowing the physical location of their applications D) Security Answer: D Page Ref: 29 Diff: Moderate AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 37) Which of the following is NOT a step in the process of securing applications that an organization is migrating to the cloud?

A) Conduct a security background check of the cloud computing organization B) Involve the organization's security experts C) Clearly define requirements D) Perform a risk assessment Answer: A Page Ref: 29 Diff: Difficult AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept

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38) When an organization has the resources and a system must be built from scratch, an organization should choose what type of software?

A) In-house development B) Prepackaged software C) Off the shelf D) Open source Answer: A Page Ref: 30 Diff: Easy AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 39) Which of the following is an organization that hosts and runs computer applications for other companies, typically on a per use or license basis?

A) ERP firm B) Cloud computing application provider C) The Internet D) A software analyst Answer: B Page Ref: 27 Diff: Moderate AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 40) Which answer choice is NOT a benefit of ERP? A) ERP is less expensive to implement because of economy of scale.

B) ERP uses a single repository of data.

C) ERP has flexible modules.

D) ERP is less maintenance than all types of software.

Answer: A Page Ref: 27 Diff: Easy AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept

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41) Which of the following is an example of a prepackaged narrow, niche package offering?

A) ERP software B) Microsoft Office Suite C) Day care management software D) Turbotax Answer: C Page Ref: 26 Diff: Easy AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 42) Internal corporate information systems departments now spend a larger and larger proportion of their time and effort on developing systems from scratch.

Answer: FALSE Page Ref: 30 Diff: Easy AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 43) Each ERP module supports an individual, traditional business function, such as accounting, distribution, manufacturing, or human resources.

Answer: TRUE Page Ref: 27 Diff: Easy AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 44) Cloud computing refers to the provision of applications or related services over the Internet, where customers do not have to invest in the hardware and software resources needed to run and maintain the applications.

Answer: TRUE Page Ref: 27 Diff: Easy AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept

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45) Getting your computing through a cloud also makes it more difficult to walk away from an unsatisfactory systems solution.

Answer: FALSE Page Ref: 29 Diff: Easy AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 46) In-house development can lead to a shorter maintenance burden than other development methods.

Answer: FALSE Page Ref: 30 Diff: Easy AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 47) The global market for public cloud computing is increasing.

Answer: TRUE Page Ref: 28 Diff: Easy AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Concept 48) List the six sources of software used by organizations.

Answer: Software sources can be categorized as information technology firms, packaged software providers, vendors of ERP software, cloud computing, open source, and the organization itself.

Page Ref: 24 Diff: Easy AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Synthesis

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49) What are enterprise resource planning systems? How do they differ from traditional approaches? Identify three enterprise resource planning system vendors.

Answer: Enterprise resource planning systems integrate individual traditional business functions into a series of modules so that a single transaction occurs seamlessly within a single information system rather than several separate systems. ERP modules focus on business processes rather than on business functional areas. SAP AG, Oracle, and PeopleSoft, Inc. are three ERP vendors.

Page Ref: 27 Diff: Moderate AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Synthesis 50) What are the advantages and disadvantages of an ERP system?

Answer: The benefits of the enterprise solutions approach include a single repository of data for all aspects of a business process and the flexibility of the modules. A single repository ensures more consistent and accurate data, as well as less maintenance. The modules are flexible because additional modules can be added as needed once the basic system is in place. There are disadvantages to enterprise solutions software. The systems are very complex, so implementation can take a long time to complete. Organizations typically do not have the necessary expertise in-house to implement the systems, so they must rely on consultants or employees of the software vendor, which can be very expensive. In some cases, organizations must change how they do business in order to benefit from a migration to enterprise solutions.

Page Ref: 27 Diff: Easy AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Synthesis 51) What is cloud computing? What are the advantages and disadvantages of using a cloud?

Answer: Cloud computing provides a means for applications to be hosted and run for other companies by a provider. Advantages include less need for internal information technology staff, gaining access to applications faster than internal development, and achieving lower-cost access to corporate-quality applications. Some concerns are reliability, security and compliance with government regulations.

Page Ref: 27 Diff: Moderate AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Synthesis

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52) Describe the advantages of a company using cloud computing?

Answer: Cloud computing is rapidly growing. There are many advantages to engaging in cloud computing. Taking the cloud computing route has its advantages. The top three reasons for choosing to go with cloud computing, all of are (1) freeing internal IT staff, (2) gaining access to applications faster than via internal development, and (3) achieving lower cost access to corporate-quality applications.

Especially appealing is the ability to gain access to large and complex systems without having to go through the expensive and time-consuming process of implementing the systems themselves in-house. Getting your computing through a cloud also makes it easier to walk away from an unsatisfactory systems solution. Other reasons include cost effectiveness, speed to market, and better performance.

Page Ref: 28 Diff: Moderate AACSB: Information Technology Learning Objective: 2.2 Describe six different sources for software Classification: Synthesis 53) Which of the following is NOT a common criterion when choosing off-the-shelf software?

A) Cost B) Functionality C) Reputation of the firm D) Documentation Answer: C Page Ref: 31 Diff: Easy AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept 54) When considering off-the-shelf software, which choice is one of the most important criteria to consider?

A) Vendor support B) Cost C) Flexibility D) Response time Answer: A Page Ref: 31 Diff: Difficult AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept

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55) If a company has a generic software need, they should consider acquiring its software from a(n) ________.

A) In-house development B) Cloud sourcing C) Packaged software producer D) Using a ERP system Answer: C Page Ref: 30 Diff: Difficult AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept 56) ________ refers to the tasks the software can perform and the mandatory, essential, and desired system features.

A) Vendor support B) Documentation C) Ease of installation D) Functionality Answer: D Page Ref: 31 Diff: Easy AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept 57) ________ refers to how long it takes the software package to respond to the user's request in an interactive session.

A) Vendor support B) Flexibility C) Response time D) Ease of installation Answer: C Page Ref: 32 Diff: Easy AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept

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58) Which criteria would be the ranked most important when an organization is choosing off-the-shelf software?

A) Look at cost and then go from there B) Vendor viability and vendor support C) The organization chooses the cheapest option D) It does not matter the criteria order as long as ease of installation is considered Answer: B Page Ref: 31 Diff: Easy AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept 59) Which of the following is NOT a function of vendor support?

A) Assistance with choosing software B) Includes assistance to install the software C) Train user and systems staff on the software D) Provide help as problems arise after installation Answer: A Page Ref: 31 Diff: Difficult AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept 60) Which criterion refers to how easy it is to customize the software?

A) Response time B) Flexibility C) Vendor support D) Functionality Answer: B Page Ref: 32 Diff: Difficult AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept

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61) ________ refers to the tasks the software can perform and the mandatory, essential, and desired system features.

A) Vendor support B) Documentation C) Response time D) Functionality Answer: D Page Ref: 31 Diff: Moderate AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept 62) How long it takes the software package to respond to the user's requests in an interactive session refers to which software evaluation criteria?

A) Functionality B) Return rate C) Response time D) Flexibility Answer: C Page Ref: 32 Diff: Easy AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept 63) All of the following are ways of validating purchased software information except ________.

A) Reviewing software documentation and technical marketing literature B) Sending prospective vendors a questionnaire asking specific questions about their packages C) Using the software yourself and running it through a series of tests based on the criteria for selecting software D) Asking the manufacturer if they feel their software is best Answer: D Page Ref: 33 Diff: Difficult AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept

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64) The questionnaire sent to vendors asking them to propose hardware and software that will meet the requirements of your new system is called a ________.

A) Requirements statement B) Request for proposal C) Baseline project plan D) Business case Answer: B Page Ref: 33 Diff: Difficult AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept 65) If an organization needs to free up their staff for other IT work, the organization should consider ________ in the producer category.

A) IT service firms B) in-house developers C) cloud computing D) ERP Answer: C Page Ref: 28 Diff: Moderate AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept 66) ________ periodically evaluate(s) software and collect(s) user opinions, thus providing a range of opinions about possible software packages.

A) Analysts B) IBM C) Vendors D) Independent software testing services Answer: D Page Ref: 33 Diff: Easy AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept

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67) In choosing an off-the-shelf software solution and the supported task is generic, which type of software package would you use?

A) Packaged software producer B) IT Service firms C) Open-source software D) In-house developers Answer: A Page Ref: 30 Diff: Moderate AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept 68) All of the following are types of vendor support except ________.

A) Installation B) Software selection C) User training D) Assistance after installation Answer: B Page Ref: 31 Diff: Easy AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept 69) Purchasing application software is a substitute for conducting the systems analysis phase.

Answer: FALSE Page Ref: 31 Diff: Easy AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept 70) Some vendors design off-the-shelf software for customization.

Answer: TRUE Page Ref: 32 Diff: Moderate AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept

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71) ERP systems that operate in the cloud generally operate under the SaaS model.

Answer: TRUE Page Ref: 32 Diff: Difficult AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept 72) Collecting information about a software package from the vendor is the only way to learn about the system.

Answer: FALSE Page Ref: 33 Diff: Easy AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Concept 73) Identify the most common criteria for choosing off-the-shelf software. Which two criteria would be among the most important?

Answer: The most common criteria are cost, functionality, vendor support, vendor viability, flexibility, documentation, response time, and ease of installation. Cost involves comparing the cost of developing the same system in-house to the cost of purchasing or licensing the software package. Functionality refers to the tasks the software can perform and the mandatory, essential, and desired system features. While vendor support identifies the amount of support the vendor can be expected to provide, vendor viability examines the vendor's marketplace strength. Flexibility refers to the flexibility of customizing the software. The documentation criterion examines issues relating to the user's manual, technical documentation, and cost of acquiring additional copies of the documentation. Response time questions the length of time it takes the software package to respond to the user's requests in an interactive session and how long it takes the software to complete running a job. The ease of installation criterion examines the difficulty of loading the software and making it operational. Vendor support and viability will be among the most important.

Page Ref: 31 Diff: Moderate AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Synthesis

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74) Why would an organization use the request for proposal (RFP) process?

Answer: One way to get all of the information you want about a software package is to collect it from the vendor. If all of the information is not available, you may have to submit a request for proposal (RFP) or a request for quote (RFQ) process your organization requires when major purchases are made.

Page Ref: 33 Diff: Easy AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Synthesis 75) How can a company validate purchased software information?

Answer: Information about the software can be obtained from the vendor in the form of marketing literature, an RFP, and software documentation. The company can use and test the software on a trial basis; speak with current users of the software and use independent software testing and abstracting services.

Page Ref: 33 Diff: Easy AACSB: Information Technology Learning Objective: 2.3 Discuss how to evaluate off-the-shelf software Classification: Synthesis Modern Systems Analysis and Design, 10e (Valacich) Chapter 3 Managing the Information Systems Project 1) The ________ is a systems analyst with a diverse set of skills—management, leadership, technical, conflict management, and customer relationship—who is responsible for initiating, planning, executing, and closing down a project.

A) Consultant B) Project scheduler C) Project manager D) Project assistant Answer: C Page Ref: 38 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 2) A ________ is a planned undertaking of a series of related activities to reach an objective that has a beginning and an end.

A) Project B) Technique C) Data flow D) Methodology Answer: A Page Ref: 38 43 Copyright © 2025 Pearson Education, Inc.

Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 3) A ________ is an end product of an SDLC phase.

A) System tester B) Requirement C) Modeler D) Deliverable Answer: D Page Ref: 39 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept

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4) A ________, which is conducted by the project manager, involves determining if the information system makes sense for the organization from an economic and operational standpoint.

A) Tool B) Feasibility study C) Data flow D) Methodology Answer: B Page Ref: 39 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 5) To successfully orchestrate the construction of a complex information system, a project manager must have ________, leadership, and technical skills.

A) Planning B) Initiating C) Executing D) Interpersonal Answer: D Page Ref: 41 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 6) ________ is a controlled process of initiating, planning, executing, and closing down a project.

A) System design B) System analysis C) Project scheduling D) Project management Answer: D Page Ref: 42 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept

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7) Influencing the activities of others toward the attainment of a common goal through the use of intelligence, personality, and abilities refers to the ________ activity of a project manager.

A) Management B) Leadership C) Team management D) Conflict management Answer: B Page Ref: 42 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 8) Identifying, assessing, and managing the risks and day-to-day changes that occur during a project is attributed to ________.

A) Forecasting B) Team-building C) Goal setting D) Risk and change management Answer: D Page Ref: 42 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 9) Working closely with customers to ensure that project deliverables meet expectations is a ________ activity of a project manager.

A) Resource redeployment B) Forecasting C) Management D) Customer relations Answer: D Page Ref: 42 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept

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10) During ________, the project manager performs several activities to assess the size, scope, and complexity of the project and to establish procedures to support subsequent activities.

A) Project bidding B) Project development C) Project initiation D) Project delivery Answer: C Page Ref: 42 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 11) What is the next step taken after project initiation?

A) Project bidding B) Project planning C) Project execution D) Project development Answer: B Page Ref: 46 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 12) Which is the first activity in the project planning phase?

A) Setting a baseline project plan B) Creating a preliminary budget C) Identifying and assessing risk D) Describing project scope, alternatives, and feasibility Answer: D Page Ref: 47 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept

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13) Creating a ________ is the process of dividing the project into manageable tasks and logically ordering them to ensure a smooth evolution between tasks.

A) Work breakdown structure B) Task breakdown structure C) Project breakdown structure D) Management breakdown structure Answer: A Page Ref: 47 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 14) A Gantt chart is the graphical representation of a project that shows each task as a ________ bar whose length is proportional to its time for completion.

A) Vertical B) Linear C) Curve D) Horizontal Answer: D Page Ref: 47 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 15) Which of the following is FALSE with respect to a task in a project plan?

A) It can be done by one person only.

B) It has a single and identifiable deliverable.

C) It has a known method or technique.

D) It has well-accepted predecessor and successor steps.

Answer: A Page Ref: 48 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept

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16) COCOMO stands for ________.

A) Constructive Coordination Model B) Constructive Cost Model C) Collective Cost Model D) Constructive Correction Model Answer: B Page Ref: 49 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 17) Defining tasks in too much detail will make the management of the project ________.

A) Unnecessarily complex B) Simple C) Extremely streamlined D) Constructive Answer: A Page Ref: 48 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 18) Resource estimates may need to be revised based upon the skills of the actual person (or people) assigned to a particular ________.

A) Activity B) Group C) Person D) Team Answer: A Page Ref: 49 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept

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19) Which of the following is FALSE with respect to items included in the communication plan?

A) When and how written and oral reports will be provided by the team B) How the standard SDLC might be modified C) How team members will coordinate work D) What kinds of information will be shared with vendors Answer: B Page Ref: 50 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 20) Which of the following is FALSE with respect to items included in the project standards and procedures activity?

A) When and how written and oral reports will be provided by the team B) How the standard SDLC might be modified C) Which SDLC methods will be used D) How team members will report the status of their assigned activities Answer: A Page Ref: 51 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 21) ________ is the third phase of the project management process in which the plans created in the prior phases (project initiation and planning) are put into action.

A) Project execution B) Project closure C) Project development D) Project planning Answer: A Page Ref: 53 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept

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22) Which of the following is the first activity in the project execution phase?

A) Communicating the project status B) Managing changes to the Baseline Project Plan C) Maintaining the project workbook D) Executing the Baseline Project Plan Answer: D Page Ref: 53 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 23) ________ are used by project managers to depict resource utilization by task.

A) Textual reports B) Bar graphs C) Pie charts D) Flow charts Answer: A Page Ref: 58 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 24) Getting projects completed through the effective utilization of resources refers to the ________ activity of a project manager.

A) Leadership B) Management C) Technical problem solving D) Team management Answer: B Page Ref: 42 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept

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25) Designing and sequencing activities to attain project goals refers to the ________ activity of a project manager.

A) Leadership B) Management C) Technical problem solving D) Team management Answer: C Page Ref: 42 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 26) Managing conflict within a project team to assure that conflict is not too high or too low refers to the ________ activity of a project manager.

A) Technical problem solving B) Conflict management C) Team management D) Risk and change management Answer: B Page Ref: 42 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 27) Managing the project team for effective team performance refers to the ________ activity of a project manager.

A) Technical problem solving B) Conflict management C) Team management D) Risk and change management Answer: C Page Ref: 42 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept

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28) While you execute the Baseline Project Plan, you should ________.

A) Develop a communication plan B) Document how the standard SDLC might be modified C) Monitor your progress D) Develop Gantt charts Answer: C Page Ref: 54 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 29) The project workbook provides the ________ new team members require to assimilate project tasks quickly.

A) Change management B) Documentation C) Team management D) Project status Answer: B Page Ref: 54 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 30) A(n) ________ termination occurs when the requirements of the project have been met.

A) Natural B) Unnatural C) Closedown D) Maintenance Answer: A Page Ref: 55 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept

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31) Georgia was contacted by the CEO to research if adding a new data center makes sense for the organization from an economic and operational stand point. Georgia agreed to perform a(n) ________.

A) A systems service request B) System enhancement study C) Feasibility study D) End product Answer: C Page Ref: 39 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 32) Keith, the VP of Engineering, decides to put Joseph in charge of a new project because of his ________ skills. The members of that time are known to have clashing personalities and frequent disagreements.

A) Conflict management B) Technical problem solving C) Risk management D) Change management Answer: A Page Ref: 42 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 33) Sasha reminded her team to add their project-related documents to the ________ so a proper audit could be conducted.

A) Project database B) Project workbook C) Management team D) Customers Answer: B Page Ref: 43 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept

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34) Projects are always initiated for rational reasons such as taking advantage of business opportunities or solving business problems.

Answer: FALSE Page Ref: 40 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 35) Organizations determine the resources required for project completion by analyzing the scope of the project and determining the probability of successful completion.

Answer: TRUE Page Ref: 41 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 36) The project manager is a systems analyst with a diverse set of skills—management, leadership, technical, conflict management, and customer relationship—who is responsible for initiating, planning, executing, and closing down a project.

Answer: TRUE Page Ref: 38 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 37) A project is an unplanned undertaking of a series of related activities to reach an objective that has a beginning and an end.

Answer: FALSE Page Ref: 38 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept

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38) Systems development projects are undertaken for two primary reasons: to take advantage of business opportunities and to solve business problems.

Answer: TRUE Page Ref: 40 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 39) Closing down a project is not an activity performed in the project management process.

Answer: FALSE Page Ref: 55 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 40) Problem solving is a skill required in the conflict management activity for a project manager.

Answer: TRUE Page Ref: 42 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 41) Designing and sequencing activities to attain project goals describes the technical problem solving activity.

Answer: TRUE Page Ref: 42 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 42) An example of a project manager leadership activity is helping the team work towards a common goal.

Answer: TRUE Page Ref: 42 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 56 Copyright © 2025 Pearson Education, Inc.

43) In project initiation, the project manager performs several activities to assess the size, scope, and complexity of the project and to establish procedures to support subsequent activities.

Answer: TRUE Page Ref: 42 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 44) The Project Workbook is an offline or hard-copy repository for all project correspondence, inputs, outputs, deliverables, procedures, and standards that is used for performing project audits, orienting new team members, communicating with management and customers, identifying future projects, and performing post-project reviews.

Answer: FALSE Page Ref: 43 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 45) A thorough understanding of your customer builds stronger partnerships and higher levels of trust.

Answer: TRUE Page Ref: 43 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 46) The project charter is a short (typically one page), high-level document prepared for the customer that describes what the project will deliver and outlines many of the key elements of the project.

Answer: TRUE Page Ref: 44 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept

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47) Defining a task with too little detail will make the project complex.

Answer: FALSE Page Ref: 48 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 48) A network diagram depicts a Gantt chart.

Answer: FALSE Page Ref: 50 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 49) A feasibility study determines if the proposed information system makes sense for the organization from an economic and operational standpoint.

Answer: TRUE Page Ref: 40 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Concept 50) What is a project manager? What types of skills should a project manager possess?

Answer: The project manager is a systems analyst with a diverse set of skills–management, leadership, technical, conflict management, and customer relationship–who is responsible for initiating, planning, executing, and closing down a project. As a project manager, your environment is one of continual change and problem solving. In some organizations, the project manager is a very experienced systems analyst, whereas in others, both junior and senior analysts are expected to take on this role, managing parts of a project or actively supporting a more senior colleague who assumes the project manager role. Understanding the project management process is a critical skill for your future success.

Page Ref: 38 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Synthesis

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51) Why are systems development projects initiated? Provide an example.

Answer: Systems development projects are undertaken for two primary reasons: to take advantage of business opportunities and to solve business problems. Taking advantage of an opportunity might mean providing an innovative service to customers through the creation of a new system. For example, PVF may want to create a Web site so that customers can easily access its catalog and place orders at any time.

Page Ref: 40 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Synthesis 52) In order, what are the four steps in the project management process?

Answer: Initiating the project, planning the project, executing the project, and closing down the project.

Page Ref: 42 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Synthesis

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53) List at least 3 activities of a project manager and the skill associated with that activity.

Answer: Leadership: Influencing the activities of others toward the attainment of a common goal through the use of intelligence, personality, and abilities. Skills: Communication; liaison between management, users, and developers; assigning activities; monitoring progress Management: Getting projects completed through the effective utilization of resources. Skills: Defining and sequencing activities; communicating expectations; assigning resources to activities; monitoring outcomes Customer relations: Working closely with customers to ensure that project deliverables meet expectations. Skills: Interpreting system requests and specifications; site preparation and user training; contact point for customers Technical problem solving: Designing and sequencing activities to attain project goals. Skills: Interpreting system requests and specifications; defining activities and their sequence; making trade-offs between alternative solutions; designing solutions to problems Conflict management: Managing conflict within a project team to assure that conflict is not too high or too low. Skills: Problem solving; smoothing out personality differences; compromising; goal setting Team management: Managing the project team for effective team performance. Skills: Communication within and between teams; peer evaluations; conflict resolution; team building; self-management Risk and change management: Identifying, assessing, and managing the risks and day-to-day changes that occur during a project. Skills: Environmental scanning; risk and opportunity identification and assessment; forecasting; resource redeployment.

Page Ref: 42 Diff: Moderate AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Synthesis 54) What is a project charter? Describe elements that may be a part of the project charter.

Answer: A project charter is a short document prepared for the customer during project initiation that describes what the project will deliver and outlines generally at a high level all work required to complete the project. The project charter ensures that both you and your customer gain a common understanding of the project. It is also a very useful communication tool; it helps to announce to the organization that a particular project has been chosen for development. A project charter can vary in the amount of detail it contains, but it often includes the following elements: Project title and date of authorization; Project manager name and contact information; Customer name and contact information; Projected start and completion dates; Key stakeholders, project role, and responsibilities; Project objectives and description; Key assumptions or approach; Signature section for key stakeholders.

Page Ref: 44 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Synthesis 60 Copyright © 2025 Pearson Education, Inc.

55) What does project planning involve?

Answer: Project planning involves defining clear, discrete activities and the work needed to complete each activity within a single project. It often requires you to make numerous assumptions about the availability of resources such as hardware, software, and personnel. It is much easier to plan nearer-term activities than those occurring in the future. In actual fact, you often have to construct longer-term plans that are more general in scope and nearer-term plans that are more detailed. The repetitive nature of the project management process requires that plans be constantly monitored throughout the project and period.

Page Ref: 46 Diff: Easy AACSB: Information Technology Learning Objective: 3.1 Explain the process of managing an information systems project, including project initiation, project planning, project execution, and project closedown Classification: Synthesis 56) ________ is a critical path scheduling technique used for controlling resources.

A) Network programming B) Network diagramming C) Networking D) Network scheduling Answer: B Page Ref: 58 Diff: Moderate AACSB: Information Technology Learning Objective: 3.2 Describe how to represent and schedule project plans using Gantt charts and network diagrams Classification: Concept 57) ________ visually show the duration of tasks, whereas a ________ visually shows the sequence dependencies between tasks.

A) PERT; network diagram B) Gantt charts; PERT C) Network diagram; Gantt charts D) Gantt charts; network diagram Answer: D Page Ref: 57 Diff: Moderate AACSB: Information Technology Learning Objective: 3.2 Describe how to represent and schedule project plans using Gantt charts and network diagrams Classification: Concept

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58) A critical path refers to a sequence of task activities whose ________ and ________ directly affect the completion date of a project.

A) Duration; network B) Order; network C) Task; sequence D) Order; durations Answer: D Page Ref: 58 Diff: Easy AACSB: Information Technology Learning Objective: 3.2 Describe how to represent and schedule project plans using Gantt charts and network diagrams Classification: Concept 59) A network diagram will never be used when the tasks ________.

A) Cannot be worked on independently of other tasks B) Can be worked on independently of other tasks C) Are well defined and have a clear beginning and end point D) Serve the purpose of the project Answer: A Page Ref: 58 Diff: Moderate AACSB: Information Technology Learning Objective: 3.2 Describe how to represent and schedule project plans using Gantt charts and network diagrams Classification: Concept 60) To construct the Gantt chart, a ________ is drawn for each activity that reflects its sequence and duration.

A) Horizontal line B) Horizontal bar C) Vertical line D) Vertical bar Answer: B Page Ref: 61 Diff: Easy AACSB: Information Technology Learning Objective: 3.2 Describe how to represent and schedule project plans using Gantt charts and network diagrams Classification: Concept

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61) The critical path represents the ________ time in which a project can be completed.

A) Shortest B) Longest C) Farthest D) Tallest Answer: A Page Ref: 62 Diff: Moderate AACSB: Information Technology Learning Objective: 3.2 Describe how to represent and schedule project plans using Gantt charts and network diagrams Classification: Concept 62) Nodes not on the critical path contain ________ time and allow the project manager some flexibility in scheduling.

A) Shortest B) Critical C) Slack D) Report Answer: C Page Ref: 62 Diff: Easy AACSB: Information Technology Learning Objective: 3.2 Describe how to represent and schedule project plans using Gantt charts and network diagrams Classification: Concept 63) Barry asked Jerry for a diagram that shows the sequence of dependencies between tasks. Barry is asking for a ________.

A) Network diagram B) Gantt chart C) PERT chart D) Project utilization document Answer: A Page Ref: 50 Diff: Moderate AACSB: Information Technology Learning Objective: 3.2 Describe how to represent and schedule project plans using Gantt charts and network diagrams Classification: Concept

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64) Network diagramming is a ________ technique used for controlling resources.

A) Preferred B) Critical path scheduling C) Difficult D) Mandatory project management Answer: B Page Ref: 58 Diff: Moderate AACSB: Information Technology Learning Objective: 3.2 Describe how to represent and schedule project plans using Gantt charts and network diagrams Classification: Concept 65) Joshua is a new project manager. He is unsure of how much time a new task will require to be completed on the project. He decides to use ________ to estimate a realistic time frame for the task.

A) A calculator B) The calendar from a previous project C) PERT D) A Gantt chart Answer: C Page Ref: 59 Diff: Moderate AACSB: Information Technology Learning Objective: 3.2 Describe how to represent and schedule project plans using Gantt charts and network diagrams Classification: Concept 66) To maximize efficiency, project tasks are always performed in parallel instead of sequentially.

Answer: FALSE Page Ref: 47 Diff: Difficult AACSB: Information Technology Learning Objective: 3.2 Describe how to represent and schedule project plans using Gantt charts and network diagrams Classification: Concept 67) The acronym PERT stands for Program Evaluation Review Technique.

Answer: TRUE Page Ref: 59 Diff: Easy AACSB: Information Technology Learning Objective: 3.2 Describe how to represent and schedule project plans using Gantt charts and network diagrams Classification: Concept 68) List the key difference between a Gantt chart and a network diagram.

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Answer: Gantt charts visually show the duration of tasks, whereas a network diagram visually shows the sequence dependencies between tasks. Gantt charts visually show the time overlap of tasks, whereas a network diagram does not show time overlap but does show which tasks could be done in parallel. Some forms of Gantt charts can visually show slack time available within an earliest start and latest finish duration. A network diagram shows this by data within activity rectangles.

Page Ref: 57 Diff: Easy AACSB: Information Technology Learning Objective: 3.2 Describe how to represent and schedule project plans using Gantt charts and network diagrams Classification: Synthesis 69) Define and describe the PERT technique.

Answer: PERT (Program Evaluation Review Technique; Concept) is a technique that uses optimistic, pessimistic, and realistic time estimates to calculate the expected time for a particular task. This technique can help you to obtain a better time estimate when there is some uncertainty as to how much time a task will require to be completed. The optimistic (o) and pessimistic (p) times reflect the minimum and maximum possible periods of time for an activity to be completed. The realistic (r) time, or most likely time, reflects the project manager's "best guess" of the amount of time the activity actually will require for completion. Once each of these estimates is made for an activity, an expected time (ET) can be calculated. Because the expected completion time should be closest to the realistic (r) time, it is typically weighted four times more than the optimistic (o) and pessimistic (p) times. Once you add these values together, it must be divided by six to determine the ET. This equation is shown in the following formula: ET = (o + 4r + p)/6 where ET = expected time for the completion for an activity; o = optimistic completion time for an activity; r = realistic completion time for an activity; p = pessimistic completion time for an activity.

Page Ref: 59 Diff: Difficult AACSB: Information Technology Learning Objective: 3.2 Describe how to represent and schedule project plans using Gantt charts and network diagrams Classification: Synthesis

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70) What is the critical path? Why is it important?

Answer: The critical path of a network diagram is represented by the sequence of connected activities that produce the longest overall time period. All nodes and activities within this sequence are referred to as being "on" the critical path. The critical path represents the shortest time in which a project can be completed. In other words, any activity on the critical path that is delayed in completion delays the entire project. Nodes not on the critical path, however, can be delayed (for some amount of time) without delaying the final completion of the project.

Page Ref: 62 Diff: Easy AACSB: Information Technology Learning Objective: 3.2 Describe how to represent and schedule project plans using Gantt charts and network diagrams Classification: Synthesis 71) ________ refers to the amount of time a task can be delayed without delaying the early start of any immediately following tasks.

A) Response time B) Total slack C) Shortest time D) Free slack Answer: D Page Ref: 63 Diff: Easy AACSB: Information Technology Learning Objective: 3.3 Explain how commercial project management software packages can be used to assist in representing and managing project schedules Classification: Concept 72) ________ refers to the amount of time a task can be delayed without delaying the completion of the project.

A) Response time B) Total slack C) Shortest time D) Free slack Answer: B Page Ref: 63 Diff: Moderate AACSB: Information Technology Learning Objective: 3.3 Explain how commercial project management software packages can be used to assist in representing and managing project schedules Classification: Concept

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73) Most of the available tools have a set of common features that include all of the following except ________.

A) Accurate automated timed tasks B) The ability to define tasks C) The ability to modify tasks D) The ability to assign tasks Answer: A Page Ref: 63 Diff: Easy AACSB: Information Technology Learning Objective: 3.3 Explain how commercial project management software packages can be used to assist in representing and managing project schedules Classification: Concept 74) Resource-related project management software features enable you to define characteristics such as standard costing rates and daily availability via a calendar that records holidays, working hours, and vacations.

Answer: TRUE Page Ref: 66 Diff: Easy AACSB: Information Technology Learning Objective: 3.3 Explain how commercial project management software packages can be used to assist in representing and managing project schedules Classification: Concept 75) Project management software excessively complicates the process of assigning and billing resources to tasks for most project managers.

Answer: FALSE Page Ref: 66 Diff: Moderate AACSB: Information Technology Learning Objective: 3.3 Explain how commercial project management software packages can be used to assist in representing and managing project schedules Classification: Concept Modern Systems Analysis and Design, 10e (Valacich) Chapter 4 Identifying and Selecting Systems Development Projects 1) What is another term for nonintegrated systems?

A) Islands of information B) ERP systems C) SAP systems D) Enterprise systems Answer: A Page Ref: 75 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process 67 Copyright © 2025 Pearson Education, Inc.

Classification: Concept 2) What is the first phase of the SDLC method?

A) Analysis B) Planning C) Design D) Maintenance Answer: B Page Ref: 76 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 3) Which of the following is true as it pertains to project identification and small organizations?

A) Small organizations normally have a formal process.

B) Small organizations projects are normally borne out of a larger planning process.

C) The proposal process is rigorous.

D) The highest ranking IS manager typically selects the projects.

Answer: D Page Ref: 76 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept

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4) If a project has a small or narrow focus, it most likely was chosen by ________.

A) A business unit B) Top management C) A steering committee D) The IS department Answer: A Page Ref: 77 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 5) ________ will mostly likely choose projects that are easy to integrate with the current hardware and software.

A) Top management B) Steering committees C) Development group D) User departments Answer: C Page Ref: 77 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 6) Which group chooses projects that most often reflect the larger needs of the organization?

A) Business unit B) Steering committee C) Functional manager D) Development group Answer: B Page Ref: 78 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept

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7) Which of the following is an example of a project coming from a top-down source?

A) A project identified by a business unit B) A project identified by customers C) A project identified by a steering committee D) A project identified by managers Answer: C Page Ref: 81 Diff: Difficult AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 8) Which of the following groups does NOT identify a bottom-up development project?

A) Business units B) Managers C) Top Management D) IS development group Answer: C Page Ref: 81 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 9) Which evaluation criteria for classifying and ranking projects deals with level of difficulty of the project?

A) Value chain analysis B) Resource availability C) Potential benefits D) Technical difficulty Answer: D Page Ref: 78 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept

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10) Considering evaluation criteria for classifying and ranking projects, which criterion concerns improving profits and customer service?

A) Potential Benefits B) Project Duration C) Technical Risks D) Resource Availability Answer: A Page Ref: 78 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 11) Which evaluation criterion for classifying and ranking projects deals with helping an organization achieve its long-term goals?

A) Value chain analysis B) Strategic alignment C) Potential Benefits D) Resource availability Answer: B Page Ref: 78 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 12) Which evaluation criterion for classifying and ranking projects deals with the extent to which activities add value and costs when developing products and/or services?

A) Value chain analysis B) Strategic alignment C) Potential Benefits D) Resource availability Answer: A Page Ref: 78 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept

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13) Which evaluation criterion for classifying and ranking projects deals with the amount and type of resources the project requires and their availability?

A) Value chain analysis B) Strategic alignment C) Potential Benefits D) Resource availability Answer: D Page Ref: 78 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 14) Which evaluation criterion for classifying and ranking projects deals with the number of individuals and the length of time needed to complete the project?

A) Project size B) Strategic alignment C) Potential Benefits D) Resource availability Answer: A Page Ref: 78 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 15) Value chain analysis is the process of analyzing an organization's activities for making products and/or services to determine where ________ and ________.

A) Value is added; Costs are reduced B) Value is added; Costs are incurred C) Value is lost; Costs are reduced D) Value is lost; Costs are incurred Answer: B Page Ref: 79 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept

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16) How should one think about an organization when conducting a value chain analysis?

A) Understand the costs associated with value chain activities.

B) Identify the projects that support the organizations goals.

C) Consider the organization in terms of inputs/outputs.

D) Look at each individual process within a value chain.

Answer: C Page Ref: 79 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 17) Which of the following is NOT an output in the value chain?

A) Products sold to customers B) Services C) Distribution D) Costs Answer: D Page Ref: 79 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 18) ________ is a process of considering short- and long- term projects.

A) Project selection B) Project identification C) Project determination D) Project analysis Answer: A Page Ref: 79 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 19) If a project is selected, what is the most likely next step?

A) The project will begin.

B) The project will be funded.

C) The project has to be signed off by management.

D) The project is no longer considered.

Answer: B Page Ref: 79 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 73 Copyright © 2025 Pearson Education, Inc.

20) Which of the following is NOT a factor when making a project selection decision?

A) End-user development B) List of ongoing projects C) Current organizational environment D) Perceived and real needs Answer: A Page Ref: 79 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 21) When using a weighted multicriteria analysis to determine project viability, what should the organization keep in mind?

A) All requirements should be weighted equally.

B) Weights are subjective.

C) The total points have to equal 100.

D) Requirements and constraints have equal weights.

Answer: B Page Ref: 80 Diff: Difficult AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 22) Which of the following is NOT included in the total score when using a weighted multicriteria analysis?

A) Requirements B) Constraints C) Department rankings D) Overall totals Answer: C Page Ref: 81 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept

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23) The term ________ is used when a project is reviewed after each stage to determine its continuance.

A) Incremental commitment B) Reevaluation C) Project continuance D) Project re-planning Answer: A Page Ref: 81 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 24) How have organizations traditionally allocated IS resources?

A) Through a formal process B) With a top-down process C) Through attempts to solve isolated organizational problems D) To update billing systems Answer: C Page Ref: 82 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 25) Joshua is on a committee that is identifying projects with a cross-functional focus. His selection method committee is ________.

A) A steering committee B) Top management C) A functional area D) A developmental group.

Answer: A Page Ref: 77 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept

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26) If an organization is looking at classifying a project based on the extent to which the project is viewed as improving customer service, the evaluation criteria is ________.

A) Technical difficulty B) Potential benefits C) Resource availability D) Project size Answer: B Page Ref: 78 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 27) With the proliferation of fast 5G and Wi-Fi networks as well as ubiquitous smartphones and tablets, today's users expect fast and smooth access from virtually anywhere.

Answer: TRUE Page Ref: 75 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 28) Organizations do not vary in their approach to identifying and selecting projects.

Answer: FALSE Page Ref: 76 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 29) When using a weighted multicriteria analysis, requirements and constraints are given equal weights.

Answer: FALSE Page Ref: 80 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 30) Although there are numerous motivations for carefully planning the identification of projects, organizations have not used a planning process when allocating IS resources.

Answer: TRUE Page Ref: 82 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 76 Copyright © 2025 Pearson Education, Inc.

31) The scope of information systems is concerned with the entire company.

Answer: TRUE Page Ref: 75 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 32) A large organization uses a less formal approach to project selection.

Answer: FALSE Page Ref: 76 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 33) A primary step in project planning is selecting IS development projects.

Answer: TRUE Page Ref: 77 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 34) Top management most often chooses projects with a narrow tactical focus.

Answer: FALSE Page Ref: 77 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 35) A development group selection method looks for projects with fewer development delays.

Answer: TRUE Page Ref: 77 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept

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36) When a steering committee chooses a project, it is referred as a bottom-up source.

Answer: FALSE Page Ref: 78 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 37) When a functional manager chooses a project, it is referred as a bottom-up source.

Answer: TRUE Page Ref: 78 Diff: Easy AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 38) The actual criteria used to assess projects is consistent among organizations.

Answer: FALSE Page Ref: 78 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 39) Transforming raw materials into products is a part of a value chain.

Answer: TRUE Page Ref: 79 Diff: Difficult AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 40) The primary deliverable form the planning phase of IS development projects is incremental commitment.

Answer: FALSE Page Ref: 81 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept

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41) If a project is in the incremental commitment stage, it is waiting to start.

Answer: FALSE Page Ref: 81 Diff: Difficult AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 42) Research has found that projects identified by steering committees more often have a narrow, tactical focus.

Answer: FALSE Page Ref: 77 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Concept 43) Describe all of the sources of information systems development requests.

Answer: During project identification and selection, a senior manager, a business group, an IS manager, or a steering committee identifies and assesses all possible systems development projects that an organization unit could undertake. Information systems development requests come from a variety of sources. One source is requests by managers and business units for replacing or extending an existing system to gain needed information or to provide a new service to customers.

Another source for requests is IS managers who want to make a system more efficient and less costly to operate, or want to move it to a new operating environment. A final source of projects is a formal planning group that identifies projects for improvement to help the organization meet its corporate objectives.

Page Ref: 77 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Synthesis

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44) Identify the three activities in project identification and selection. Describe at least one step in each activity.

Answer: Project identification and selection consists of three primary activities: 1. Identifying potential development projects; 2. Classifying and ranking IS development projects; 3. Selecting IS development projects. Organizations vary as to how they identify projects. This process can be performed by a key member of top management, a steering committee, user departments, systems analyst or the development group/senior IS manager. The final activity in the project identification and selection process is the actual selection of projects for further development. Project selection is a process of considering both short- and long-term projects and selecting those most likely to achieve business objectives.

Page Ref: 77 Diff: Difficult AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Synthesis 45) What is a top-down planning approach? Identify four advantages to the top-down planning approach over other planning approaches.

Answer: A top-down planning approach is a generic information systems planning methodology that attempts to gain a broad understanding of the information system needs of the entire organization. Broader perspective, improved integration, improved management support, and better understanding are four advantages.

Page Ref: 78 Diff: Moderate AACSB: Information Technology Learning Objective: 4.1 Describe the project identification and selection process Classification: Synthesis 46) Define incremental commitment. Does it always result in a working system? Why or why not?

Answer: Incremental commitment is a systems analysis and design strategy in which the project is reviewed after each phase and continuation of the project is rejustified in each of these reviews.

Incremental commitment does not always result in a working system. Incremental commitment permits management and the project team to reevaluate the system's costs, benefits, and risks in light of changing business conditions. If business conditions, system costs, system benefits, and/or risks have changed, the project may be cancelled.

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47) A ________ clearly states what business a company is in.

A) Corporate statement B) Current plan C) Mission statement D) Strategic plan Answer: C Page Ref: 83 Diff: Easy AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept 48) When do executives develop a mission statement?

A) At the beginning of the fiscal year B) During corporate strategic planning C) At the beginning of the project D) During the board of director meeting Answer: B Page Ref: 83 Diff: Easy AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept 49) What kind of statement is "We are in the business of designing, fabricating, and selling to retail stores high-quality wood furniture"?

A) Business statement B) Mission statement C) Goal statement D) Corporate policy Answer: B Page Ref: 84 Diff: Difficult AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept

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50) What refers to a broad and timeless goal for the organization?

A) A competitive strategy B) The strategic plan C) The objective statements D) The mission statement Answer: C Page Ref: 84 Diff: Easy AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept 51) A ________ is the method by which an organization attempts to achieve its mission and objectives.

A) Statement of objectives B) Critical success factor C) Competitive strategy D) Steering committee Answer: C Page Ref: 84 Diff: Moderate AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept 52) Which Porter strategy has a narrow market focus?

A) Low cost producer B) Product niche C) Product differentiation D) Service cost to the consumer Answer: B Page Ref: 85 Diff: Moderate AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept

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53) Information systems planning includes all of the following steps except ________.

A) Current situation B) Future situation C) Schedule of projects D) Selection of projects Answer: D Page Ref: 86 Diff: Easy AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept 54) Which approach to planning begins with an analysis of an organization's mission?

A) Top-down planning B) Top-down projects C) Bottom up planning D) Bottom up goals Answer: A Page Ref: 87 Diff: Moderate AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept 55) ________ is an advantage to the top-down planning approach over other planning approaches.

A) Improved integration B) Product focus C) Product niche D) Competitive strategy Answer: A Page Ref: 87 Diff: Moderate AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept

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56) Which top-down planning approach advantage refers to information systems may be implemented without first understanding the business from general management's viewpoint.

A) Broader perspective B) Improved integration C) Improved management support D) Better understanding Answer: A Page Ref: 87 Diff: Moderate AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept 57) Which top-down planning approach advantage refers to planners may lack the understanding necessary to implement information systems across the entire business rather than simply to individual operating units.

A) Broader perspective B) Improved integration C) Improved management support D) Better understanding Answer: D Page Ref: 87 Diff: Moderate AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept 58) Identifying the relationships between organizational entities and each business function relates to which kind of matrix?

A) Unit-to-function B) Location-to-unit C) Function-to-process D) Entity-to-process Answer: A Page Ref: 89 Diff: Moderate AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept

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59) Kia Motors competes using a generic strategy of ________ which takes into account the budget of the consumer.

A) Low-cost producer B) Product differentiation C) Product focus D) Product niche Answer: A Page Ref: 85 Diff: Moderate AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept 60) Keith has to develop the ________ matrix which identifies which processes are used to support each business function.

A) Unit-to-function B) Location-to-function C) Data equity-to-information system D) Function-to-process Answer: D Page Ref: 89 Diff: Moderate AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept 61) Goals that are expressed as a series of statements that are either qualitative or quantitative but do not contain details likely to change over time are located in the ________.

A) Objective statements B) Mission statement C) Competitive strategy D) Requirements document.

Answer: A Page Ref: 84 Diff: Moderate AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept

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62) The product differentiation competitive strategy reflects capitalizing on a key product criterion requested by the market.

Answer: TRUE Page Ref: 85 Diff: Moderate AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept 63) Define and briefly discuss corporate strategic planning.

Answer: To make effective project selection decisions, a corporation must know where it is, where it is going, and the path it will take to get there. Corporate strategic planning is based on this premise. Corporate strategic planning can be viewed as a three step process: (1) current enterprise, (2) future enterprise, and (3) strategic plan. During corporate strategic planning, mission statements, statements of future corporate objectives, and strategies are developed.

Page Ref: 83 Diff: Moderate AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Synthesis 64) Identify and describe the generic competitive strategies. Provide an example for each strategy.

Answer: Low-Cost Producer: This strategy reflects competing in an industry on the basis of product or service cost to the consumer. For example, in the automobile industry, the South Korean-produced Hyundai is a product line that competes on the basis of low cost.

Product Differentiation: This competitive strategy reflects capitalizing on a key product criterion requested by the market (for example, high quality, style, performance, roominess). In the automobile industry, many manufacturers are trying to differentiate their products on the basis of quality (e.g., "At Ford, quality is job one.").

Product Focus or Niche: This strategy is similar to both the low-cost and differentiation strategies but with a much narrower market focus. For example, a niche market in the automobile industry is the convertible sports car market. Within this market, some manufacturers may employ a low-cost strategy and others may employ a differentiation strategy based on performance or style.

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65) Define and discuss information systems planning.

Answer: ISP is an orderly means of assessing the information needs of an organization, and defining the systems, databases, and technologies that will best satisfy those needs. During ISP, current and future organization informational needs will be modeled. Also, strategies and project plans to move the current information system and technologies to their desired future state will be developed. ISP looks at information systems and technologies in terms of how they can help the business achieve its objectives defined during corporate planning. ISP includes three key activities. The first activity involves assessing current IS-related assets; the second step involves developing target blueprints of the resources; a series of scheduled projects is defined in the third step.

Page Ref: 85 Diff: Easy AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Synthesis 66) Information systems planning is an orderly means of assessing the information needs of an organization and defining the information systems, databases, and technologies that will best satisfy those needs.

Answer: TRUE Page Ref: 85 Diff: Moderate AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Concept

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67) Briefly describe four of the ten types of matrices that are beneficial during information systems planning.

Answer: The types of matrices typically developed include the following: • Location-to-Function: This matrix identifies which business functions are being performed at various organizational locations.

• Location-to-Unit: This matrix identifies which organizational units are located in or interact with a specific business location.

• Unit-to-Function: This matrix identifies the relationships between organizational entities and each business function.

• Function-to-Objective: This matrix identifies which functions are essential or desirable in achieving each organizational objective.

• Function-to-Process: This matrix identifies which processes are used to support each business function.

• Function-to-Data Entity: This matrix identifies which business functions utilize which data entities.

• Process-to-Data Entity: This matrix identifies which data are captured, used, updated, or deleted within each process.

• Process-to-Information System: This matrix identifies which information systems are used to support each process.

• Data Entity-to-Information System: This matrix identifies which data are created, updated, accessed, or deleted in each system.

• Information System-to-Objective: This matrix identifies which information systems support each business objective as identified during organizational planning.

Page Ref: 89 Diff: Easy AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Synthesis 68) What is affinity clustering? Why is it important?

Answer: Affinity clustering is the process of arranging planning matrix information so that clusters of information with a predetermined level or type of affinity are placed next to each other on a matrix report. It is important because it allows planners a means to perform complex analyses.

Thus, affinity clustering is the process of arranging matrix information so that clusters of information with some predetermined level or type of affinity are placed next to each other on a matrix report.

Page Ref: 90 Diff: Moderate AACSB: Information Technology Learning Objective: 4.2 Describe the corporate strategic planning and information systems planning process Classification: Synthesis

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69) What is a large network of networks?

A) Electronic commerce B) The Internet C) EDI D) A local area network Answer: B Page Ref: 92 Diff: Easy AACSB: Information Technology Learning Objective: 4.3 Describe the three classes of Internet electronic commerce applications: business-to-consumer, business-to-employee, and business-to-business Classification: Concept 70) What is the first step in developing an Internet-EC application?

A) Determining who on the executive board will be the sponsor of the project B) Getting approval from the Internet C) Gain a clear understanding of various unknowns D) Deciding the name of the product Answer: C Page Ref: 93 Diff: Moderate AACSB: Information Technology Learning Objective: 4.3 Describe the three classes of Internet electronic commerce applications: business-to-consumer, business-to-employee, and business-to-business Classification: Concept 71) The ________ refers to a broad class of physical objects that feature an Internet address and connectivity that communicate between these objects and other Internet-enabled devices and systems.

A) B2B B) Internet C) Internet-of-Things D) LAN Answer: C Page Ref: 92 Diff: Easy AACSB: Information Technology Learning Objective: 4.3 Describe the three classes of Internet electronic commerce applications: business-to-consumer, business-to-employee, and business-to-business Classification: Concept

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72) Kathy has an idea for real time parking space finder app. The best way for her to implement this device is using the concept of ________.

A) B2B B) The Internet C) The Internet-of-Things (IoT) D) LAN Answer: C Page Ref: 92 Diff: Moderate AACSB: Information Technology Learning Objective: 4.3 Describe the three classes of Internet electronic commerce applications: business-to-consumer, business-to-employee, and business-to-business Classification: Concept 73) The name Internet is derived from the concept of ________; that is, connecting host computers and their networks to form an even larger, global network.

A) Internet-of-Things B) Internet-of-Everything C) Internet commerce D) Internetworking Answer: D Page Ref: 92 Diff: Moderate AACSB: Information Technology Learning Objective: 4.3 Describe the three classes of Internet electronic commerce applications: business-to-consumer, business-to-employee, and business-to-business Classification: Concept 74) Using the Internet to support day-to-day government, business, and consumer activities is broadly referred to as Internet-of-Things (IoT).

Answer: FALSE Page Ref: 93 Diff: Moderate AACSB: Information Technology Learning Objective: 4.3 Describe the three classes of Internet electronic commerce applications: business-to-consumer, business-to-employee, and business-to-business Classification: Concept

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75) What is electronic commerce? List the electronic commerce models.

Answer: Using the Internet to support day-to-day government, business, and consumer activities is broadly referred to as electronic commerce (EC). There are a broad range of EC business models, including: • Business-to-Business (B2B) • Business-to-Consumer (B2C) • Consumer-to-Consumer (C2C) • Consumer-to-Business (C2B) • Business-to-Government (B2C) • Government-to-Business (G2B) • Government-to-Citizen (G2C) • Thing-to-Thing (T2T) Page Ref: 93 Diff: Moderate AACSB: Information Technology Learning Objective: 4.3 Describe the three classes of Internet electronic commerce applications: business-to-consumer, business-to-employee, and business-to-business Classification: Synthesis Modern Systems Analysis and Design, 10e (Valacich) Chapter 5 Initiating and Planning Systems Development Projects 1) Project identification and selection is also known as ________.

A) A preproject step B) The Project ID C) The first step D) Project selection Answer: A Page Ref: 99 Diff: Easy AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Concept 2) Which of the following is NOT a question asked to determine if project initiation and planning has ended and analysis has begun?

A) What kind of effort should be expended on PIP? B) Who is going to pay for PIP? C) Who is responsible for performing PIP? D) Why is PIP so challenging?

Answer: B Page Ref: 99 Diff: Easy AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Concept 3) Who is typically responsible for performing the PIP process?

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A) Managers B) Users C) Systems analyst D) The business unit Answer: C Page Ref: 100 Diff: Moderate AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Concept

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4) Why is PIP challenging?

A) Because it is expensive B) Because only systems analysts participate in the process C) Because it is a closed-ended process D) Because it turns a vague system request into a project description Answer: D Page Ref: 100 Diff: Easy AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Concept 5) ________ is the process of defining clear activities necessary to complete activities in a single project.

A) Project planning B) Project initiation C) Baseline D) Business case Answer: A Page Ref: 101 Diff: Easy AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Concept 6) What is an example of a project assumption?

A) Size B) Potential problems C) Scope D) Complexity Answer: B Page Ref: 102 Diff: Difficult AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Concept

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7) What is the term that describes the best estimate of a project's scope, benefits, cost, and resources?

A) Management procedure B) Project charter C) Resource plan D) Baseline project plan Answer: D Page Ref: 102 Diff: Easy AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Concept 8) All of the following are part of project planning except ________.

A) Organizing the team B) Creating a resource plan C) Identifying risk D) Developing the project scope Answer: A Page Ref: 102 Diff: Easy AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Concept 9) Which document outlines all work required to complete the project?

A) Baseline project plan B) Business plan C) Project scope document D) Feasibility document Answer: C Page Ref: 102 Diff: Moderate AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Concept

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10) Judy, the lead systems analysis on the PIP, is getting ready to present an analysis assumptions, systems costs, and benefit forms. The formal name for this document is ________.

A) Goals and objectives B) Business case C) Mission statement D) Requirements document Answer: B Page Ref: 102 Diff: Moderate AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Concept 11) None of the activities performed during PIP could also be completed during analysis.

Answer: FALSE Page Ref: 100 Diff: Moderate AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Concept 12) The size, scope, and complexity of a project will dictate the comprehensiveness of the project planning process and resulting documents.

Answer: TRUE Page Ref: 102 Diff: Easy AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Concept 13) The BPP is used by the project selection committee to help decide whether the project should be accepted, redirected, or canceled.

Answer: TRUE Page Ref: 102 Diff: Easy AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Concept

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14) The objective of the project planning process is the development of a Baseline Project Plan and the Project Scope Statement.

Answer: TRUE Page Ref: 101 Diff: Easy AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Concept 15) What occurs during the project initiation and planning phase of the development process?

Include an example of an activity in each step.

Answer: Project initiation focuses on activities designed to assist in organizing a team to conduct project planning. Examples of the types of activities performed are establishing project initiation, developing the project charter, and establishing a relationship with the customer. One key activity of project initiation is the development of the project charter. Project planning, the second activity within PIP, focuses on assessing the information system needs of the entire organization. Project planning is the process of defining clear, discrete activities and the work needed to complete each activity within a single project. Some example activities include describing the project scope, setting a baseline project plan, and identifying and assessing risks.

Page Ref: 101 Diff: Moderate AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Synthesis 16) Define Project Scope Statement (PSS) and Baseline Project Plan (BPP)? Compare and contrast the two.

Answer: The Baseline Project Plan and the Project Scope Statement are the major outcomes and deliverables for the project initiation and planning phase. All information collected and analyzed during this phase is contained in the BPP. This plan reflects the best estimate of the project's scope, benefits, costs, risks, and resource requirements. It also specifies detailed project activities for the following phase and more general specifications for the remaining phases. The BPP can be used by the project selection committee to determine the project worth—accept, reject, or modify. The Project Scope Statement is a document prepared for the customer during project initiation and planning that describes what the project will deliver and outlines generally at a high level all work required to complete the project. The PSS consists of a high-level summary of the BPP. While the actual role of the PSS can vary, the PSS can be used by the analyst and the customer to gain an understanding of the project.

Page Ref: 102 Diff: Difficult AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Synthesis 17) Define tangible and intangible benefits and costs. What is the difference between the two?

Answer: A tangible benefit refers to a benefit derived from the creation of an information system that can be measured in dollars and with certainty. Examples include reduced personnel expenses, 96 Copyright © 2025 Pearson Education, Inc.

lower transaction costs, and higher profit margins. Intangible benefit refers to a benefit derived from the creation of an information system that cannot be easily measured in dollars or with certainty. Examples include competitive necessity, promotion of organizational learning and understanding, and improved asset utilization. While tangible costs are costs associated with an information system that can be measured in dollars and with certainty, intangible costs are costs associated with an information system that cannot be easily measured in terms of dollars or with certainty. Hardware costs, labor costs, and operational costs are tangible costs. Loss of customer goodwill, employee morale, and operational inefficiency are intangible costs.

Page Ref: 105 Diff: Difficult AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Synthesis 18) Describe the differences between one-time and recurring benefits and costs.

Answer: One-time costs are costs associated with project start-up and development or system start-up. This type of cost includes hardware and software purchases, user training, and site preparation. Recurring costs are costs resulting from the ongoing evolution and use of a system.

New software and hardware leases, incremental communications, and incremental data storage expense are recurring costs.

Page Ref: 107 Diff: Easy AACSB: Information Technology Learning Objective: 5.1 Describe the steps involved in the project initiation and planning process Classification: Synthesis 19) A Project Scope Statement can be used to ________.

A) Detail project estimates B) Outline a schedule C) Prepare the project for the analysis phase D) Serve as a contract Answer: D Page Ref: 102 Diff: Moderate AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept

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20) What makes all projects feasible?

A) Unlimited resource and infinite time B) Limited scope C) A great budget D) A highly skilled project team Answer: A Page Ref: 103 Diff: Difficult AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 21) All of the following are categories of feasibility except ________.

A) Technical B) Scope C) Scheduling D) Political Answer: B Page Ref: 39 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 22) Which feasibility category deals with identifying financial benefits associated with the project?

A) Political B) Legal C) Economic D) Technical Answer: C Page Ref: 103 Diff: Moderate AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept

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23) A(n) ________ comes from an information system that can be measured monetarily.

A) Project benefit B) Economic feasibility C) Project plan D) Tangible benefit Answer: D Page Ref: 105 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 24) All of the following are tangible benefits except ________.

A) Decreased flexibility B) Cost reduction C) Increased speed of activity D) Improvement of management planning Answer: A Page Ref: 105 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 25) Which of the following is an example of a tangible benefit?

A) Error reduction in data entry B) Improvement of employee morale C) Faster decision making D) Positive impacts on society Answer: A Page Ref: 105 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 26) Which of the following is an example of an intangible cost?

A) Hardware costs B) Labor costs C) Customer goodwill D) Employee training Answer: C Page Ref: 106 Diff: Moderate AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 99 Copyright © 2025 Pearson Education, Inc.

27) A new hardware purchase is classified as a(n) ________.

A) Tangible benefit B) One-time cost C) Fixed cost D) IS fee Answer: B Page Ref: 107 Diff: Difficult AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 28) Which of the following is NOT an example of a recurring cost?

A) Software maintenance B) Data storage expenses C) System conversion D) Hardware leases Answer: C Page Ref: 107 Diff: Difficult AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 29) Which term below means that money available today is worth more than the same amount tomorrow?

A) Cost benefit B) Discount rate C) Variable costs D) Time value of money Answer: D Page Ref: 108 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept

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30) ________ is/are the rate at which money can be borrowed or invested.

A) Cost of capital B) Present value C) Fixed costs D) Time value of money Answer: A Page Ref: 109 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 31) Which option identifies the point at which benefits equal costs?

A) Net present value B) Break-even analysis C) Time value of money D) Present value Answer: B Page Ref: 109 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 32) Which of the options below means the organization has the ability to build the requested system?

A) Economic feasibility B) Return on investment C) Technical Feasibility D) Break-even point Answer: C Page Ref: 112 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept

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33) ________ need to be managed in order to be minimized.

A) Risks B) ROIs C) Employees D) Estimates Answer: A Page Ref: 112 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 34) Failure to integrate the new system with the old system is an example of ________.

A) A poor break-even analysis B) Failure to create an adequate project scope statement C) Failure to recognize tangible benefits D) Failure to assess and manage risks Answer: D Page Ref: 112 Diff: Difficult AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 35) Which of the following is NOT a way to manage project risks?

A) Changing the budget B) Changing the project plan C) Carefully assigning project team members D) Setting up monitoring methods Answer: A Page Ref: 112 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 36) Which of the following is a less risky approach to the technical parts of a project?

A) User involvement B) Using a matrix C) Using standard technology D) Having a well-equipped IT staff Answer: C Page Ref: 113 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 102 Copyright © 2025 Pearson Education, Inc.

37) Each organization has to decide its acceptable mix of projects of varying ________.

A) Cost B) Personnel C) Requirements D) Risk Answer: D Page Ref: 113 Diff: Moderate AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 38) Which of the following is NOT an example of a type of feasibility study?

A) Operational feasibility B) Technical feasibility C) Economic feasibility D) Resource feasibility Answer: D Page Ref: 114 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 39) Which feasibility is concerned with the project attaining its desired objectives?

A) Technical feasibility B) Operational feasibility C) Schedule feasibility D) Legal feasibility Answer: B Page Ref: 114 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept

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40) Which type of feasibility deals with project duration?

A) Political feasibility B) Contract feasibility C) Time feasibility D) Schedule feasibility Answer: D Page Ref: 114 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 41) Most projects must be developed within tight budgetary and time constraints.

Answer: TRUE Page Ref: 103 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 42) Economic feasibility is often referred to as incremental commitment analysis.

Answer: FALSE Page Ref: 103 Diff: Moderate AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 43) All tangible benefits can be easily quantified.

Answer: FALSE Page Ref: 105 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 44) Intangible costs can include loss of customer goodwill, employee morale, or operational inefficiency.

Answer: TRUE Page Ref: 106 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept

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45) One-time costs are not included in total cost of ownership.

Answer: FALSE Page Ref: 107 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 46) Many projects may be competing for the same investment dollars and may have different useful life expectancies. Therefore, all costs and benefits must be viewed in relation to their present value when comparing investment options.

Answer: TRUE Page Ref: 108 Diff: Difficult AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 47) You can easily manage risk to zero on a project by changing the project plan to avoid risky factors.

Answer: FALSE Page Ref: 112 Diff: Moderate AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 48) Operational feasibility includes justifying the project on the basis of being consistent with or necessary for accomplishing the information systems plan.

Answer: TRUE Page Ref: 114 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept 49) The construction of an information system can have political ramifications.

Answer: TRUE Page Ref: 115 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Concept

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50) Explain the time value of money. Incorporate terms such as discount rate and present value.

Answer: Most techniques used to determine economic feasibility encompass the concept of the time value of money (TVM), which reflects the notion that money available today is worth more than the same amount tomorrow. Benefits from systems development will likely occur sometime in the future. Because many projects may be competing for the same investment dollars and may have different useful life expectancies, all costs and benefits must be viewed in relation to their present value when comparing investment options. The rate at which money can be borrowed or invested is referred to as the cost of capital, and is called the discount rate for TVM calculations.

Present value is the current value of a future cash flow.

Page Ref: 108 Diff: Moderate AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Synthesis 51) Define the most commonly used economic cost-benefit analysis techniques.

Answer: Net Present Value (NPV) uses a discount rate determined from the company's cost of capital to establish the present value of a project. The discount rate is used to determine the present value of both cash receipts and outlays.

Return on Investment (ROI) is the ratio of the net cash receipts of the project divided by the cash outlays of the project. Trade-off analysis can be made among projects competing for investment by comparing their representative ROI ratios.

Break-Even Analysis (BEA) finds the amount of time required for the cumulative cash flow from a project to equal its initial and ongoing investment.

Page Ref: 111 Diff: Moderate AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Synthesis 52) What is the objective of a break-even analysis?

Answer: The objective of the break-even analysis is to discover at what point (if ever) benefits equal costs.

Page Ref: 109 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Synthesis

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53) Define technical feasibility. What are the assessments associated with this feasibility study?

Answer: The purpose of assessing technical feasibility is to gain an understanding of the organization's ability to construct the proposed system. This analysis should include an assessment of the development group's understanding of the possible target hardware, software, and operating environments to be used, as well as system size, complexity, and the group's experience with similar systems. In this section, we will discuss a framework you can use for assessing the technical feasibility of a project in which a level of project risk can be determined after answering a few fundamental questions.

Page Ref: 112 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Synthesis 54) Describe how one can manage project risk.

Answer: You can manage risk on a project by changing the project plan to avoid risky factors, assigning project team members to carefully manage the risky aspects, and setting up monitoring methods to determine whether or not potential risk is, in fact, materializing. The amount of technical risk associated with a given project is contingent on four primary factors: project size, project structure, the development group's experience with the application and technology area, and the user group's experience with systems development projects and the application area.

Page Ref: 112 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Synthesis 55) Briefly describe schedule feasibility. Provide an example.

Answer: The purpose of assessing schedule feasibility is for you, as a systems analyst, to gain an understanding of the likelihood that all potential time frames and completion date schedules can be met and that meeting these dates will be sufficient for dealing with the needs of the organization.

Detailed activities may only be feasible if resources are available when called for in the schedule.

The schedule of activities produced during project initiation and planning will be very precise and detailed for the analysis phase. Example: a system may have to be operational by a government-imposed deadline.

Page Ref: 114 Diff: Easy AACSB: Information Technology Learning Objective: 5.2 List and describe various methods for assessing project feasibility Classification: Synthesis

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56) Which of the following is NOT a factor in determining legal and contractual feasibility?

A) Labor laws B) Financial budgets C) Copyright infringements D) Foreign trade regulations Answer: B Page Ref: 115 Diff: Easy AACSB: Information Technology Learning Objective: 5.3 Describe the activities needed to build and review the baseline project plan Classification: Concept 57) Which of the following is NOT a major section of the Baseline Project Plan?

A) Introduction B) System Description C) System Analysis D) Feasibility Assessment Answer: C Page Ref: 116 Diff: Moderate AACSB: Information Technology Learning Objective: 5.3 Describe the activities needed to build and review the baseline project plan Classification: Concept 58) The ________ outlines possible alternative solutions.

A) Design strategies B) System description C) Project scope D) Introduction Answer: B Page Ref: 119 Diff: Easy AACSB: Information Technology Learning Objective: 5.3 Describe the activities needed to build and review the baseline project plan Classification: Concept

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59) Which of the following is NOT an example of a system description?

A) Web-based online system B) Management issues C) LAN with decentralized databases D) Mainframe with central databases Answer: B Page Ref: 119 Diff: Easy AACSB: Information Technology Learning Objective: 5.3 Describe the activities needed to build and review the baseline project plan Classification: Concept 60) At what point in the project should you identify the alternative solutions?

A) The introduction section of the BPP B) During the project initiation phase C) In the system description section of the BPP D) During baseline planning Answer: C Page Ref: 119 Diff: Moderate AACSB: Information Technology Learning Objective: 5.3 Describe the activities needed to build and review the baseline project plan Classification: Concept 61) Which of the following is NOT included in the feasibility assessment?

A) Project costs B) Technical difficulties C) Project benefits D) System alternatives Answer: D Page Ref: 119 Diff: Easy AACSB: Information Technology Learning Objective: 5.3 Describe the activities needed to build and review the baseline project plan Classification: Concept

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62) Where do you identify the types of people needed for a project?

A) Team configuration and management part of the management issues plan B) Communications part of the management issues plan C) Project standards and procedures of the management issues plan D) Work breakdown structure of the management issues plan Answer: A Page Ref: 120 Diff: Moderate AACSB: Information Technology Learning Objective: 5.3 Describe the activities needed to build and review the baseline project plan Classification: Concept 63) Detailed task and activities estimates are completed during the project initiation and planning phase.

Answer: FALSE Page Ref: 119 Diff: Moderate AACSB: Information Technology Learning Objective: 5.3 Describe the activities needed to build and review the baseline project plan Classification: Concept 64) Define legal and contractual feasibility. Describe activities that may be involved in this feasibility study.

Answer: Legal and contractual feasibility is the process of assessing potential legal and contractual ramifications due to the construction of a system. Possible considerations might include copyright or nondisclosure infringements, labor laws, antitrust legislation, foreign trade regulations, and financial reporting standards, as well as current or pending contractual obligations. Contractual obligations may involve ownership of software used in joint ventures, license agreements for use of hardware or software, nondisclosure agreements with partners, or elements of a labor agreement. A common situation is that development of a new application system for use on new computers may require new or expanded, and more costly, system software licenses.

Page Ref: 115 Diff: Easy AACSB: Information Technology Learning Objective: 5.3 Describe the activities needed to build and review the baseline project plan Classification: Synthesis

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65) What is political feasibility and why is it important?

Answer: Political feasibility in which you attempt to gain an understanding of how key stakeholders within the organization view the proposed system. Because an information system may affect the distribution of information within the organization, and thus the distribution of power, the construction of an information system can have political ramifications. Those stakeholders not supporting the project may take steps to block, disrupt, or change the intended focus of the project.

Page Ref: 115 Diff: Moderate AACSB: Information Technology Learning Objective: 5.3 Describe the activities needed to build and review the baseline project plan Classification: Synthesis 66) ________ are peer group reviews of products created via the systems development process.

A) Staff meetings B) Walk-throughs C) Steering committee meetings D) Project approval bodies Answer: B Page Ref: 121 Diff: Easy AACSB: Information Technology Learning Objective: 5.4 Describe the activities and participant roles within a structured walk-through Classification: Concept 67) Joseph wants to make sure the proposed system conforms to organizational standards, so he schedules a ________.

A) Milestone B) Communication review C) Baseline project plan review D) Walk-through Answer: D Page Ref: 121 Diff: Difficult AACSB: Information Technology Learning Objective: 5.4 Describe the activities and participant roles within a structured walk-through Classification: Concept

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68) Which of the following types of documents do NOT make use of a walk-through?

A) System specifications B) Code segments C) Test procedures D) Project budget Answer: D Page Ref: 123 Diff: Moderate AACSB: Information Technology Learning Objective: 5.4 Describe the activities and participant roles within a structured walk-through Classification: Concept 69) The ________ ensures that the work product adheres to organizational technical standards.

A) Coordinator B) Presenter C) User D) Standards bearer Answer: D Page Ref: 121 Diff: Moderate AACSB: Information Technology Learning Objective: 5.4 Describe the activities and participant roles within a structured walk-through Classification: Concept 70) The ________ may be the project leader or a lead analyst responsible for the current life cycle step.

A) Coordinator B) Presenter C) User D) Standards bearer Answer: A Page Ref: 121 Diff: Moderate AACSB: Information Technology Learning Objective: 5.4 Describe the activities and participant roles within a structured walk-through Classification: Concept

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71) The ________ makes sure that the work product meets the needs of the project's customers.

A) Coordinator B) Presenter C) User D) Standards bearer Answer: C Page Ref: 121 Diff: Moderate AACSB: Information Technology Learning Objective: 5.4 Describe the activities and participant roles within a structured walk-through Classification: Concept 72) The ________ is usually an analyst who has done all or some of the work being presented.

A) Coordinator B) Presenter C) User D) Standards bearer Answer: B Page Ref: 121 Diff: Moderate AACSB: Information Technology Learning Objective: 5.4 Describe the activities and participant roles within a structured walk-through Classification: Concept 73) The goal of the ________ is to make the system and its documentation easy to maintain.

A) Coordinator B) Presenter C) Maintenance oracle D) Standards bearer Answer: C Page Ref: 121 Diff: Moderate AACSB: Information Technology Learning Objective: 5.4 Describe the activities and participant roles within a structured walk-through Classification: Concept 74) Users, management, and customers verify the BPP. Answer: FALSE Page Ref: 121 Diff: Moderate AACSB: Information Technology Learning Objective: 5.4 Describe the activities and participant roles within a structured walk-through Classification: Concept 113 Copyright © 2025 Pearson Education, Inc.

75) Briefly define walk-through and describe the role of each participant.

Answer: A walk-through is a peer group review of any product created during the systems development process. During the review users, management, and the development group participate through various roles. These roles are coordinator, presenter, user, secretary, standards bearer, and maintenance oracle. The coordinator is the person who plans the meeting and facilitates a smooth meeting process. The presenter is the individual who describes the work product to the group. Ensuring that the work product meets the needs of the project's customers is the role fulfilled by the user. The person taking notes and recording decisions or recommendations made by the group is the secretary. The standards bearer role is to ensure that the work product adheres to organizational technical standards. The maintenance oracle is the individual who reviews the work product in terms of future maintenance activities.

Page Ref: 121 Diff: Easy AACSB: Information Technology Learning Objective: 5.4 Describe the activities and participant roles within a structured walk-through Classification: Synthesis Modern Systems Analysis and Design, 10e (Valacich) Chapter 6 Determining System Requirements 1) If a systems analyst is questioning everything, they are showing the ________ characteristic.

A) Impertinence B) Impartiality C) Relax constraints D) Attention to details Answer: A Page Ref: 136 Diff: Difficult AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept 2) If an analyst can recognize that all of the facts must fit with every other fact, the analyst is displaying ________.

A) Impartiality B) Attention to details C) Relaxing constraints D) Reframing Answer: B Page Ref: 136 Diff: Moderate AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept 114 Copyright © 2025 Pearson Education, Inc.

3) Which term describes a systems development project that is plagued with too much analysis work?

A) Analysis Paralysis B) The Analysis Phase C) Documentation D) Reframing Answer: A Page Ref: 137 Diff: Easy AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept

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4) What is at the core of systems analysis?

A) The project B) The systems analyst C) Procedures D) Collection of information Answer: D Page Ref: 138 Diff: Easy AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept 5) Which of the following is an example of an open-ended question?

A) List the three most frequently used menu options.

B) What unit are sales currently shown in?

C) Do you participate in flextime?

D) When was the last time the system malfunctioned?

Answer: A Page Ref: 139 Diff: Moderate AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept 6) Which of the following is a disadvantage of closed-ended questions?

A) They are difficult to write.

B) Useful information that does not quite fit into the defined answers may be overlooked C) It is difficult to take notes.

D) Interviewees do not like them.

Answer: B Page Ref: 141 Diff: Easy AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept

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7) List the three most frequently used menu options is what type of interview question?

A) Open-ended B) Close-ended C) Nominal D) Agile Answer: A Page Ref: 139 Diff: Moderate AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept 8) What type of interview questions are difficult to summarize?

A) Open-ended B) Close-ended C) Nominal D) Agile Answer: A Page Ref: 139 Diff: Moderate AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept 9) Rating a response or idea on a scale, say from bad to good or strongly agree to strongly disagree, is what type of interview question?

A) Open-ended B) Close-ended C) Nominal D) Agile Answer: B Page Ref: 141 Diff: Moderate AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept

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10) What is the primary disadvantage of a group interview?

A) Interviewees argue with each other.

B) Scheduling C) Participants do not want to voice their opinion.

D) It slows down the process.

Answer: B Page Ref: 142 Diff: Easy AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept 11) If group members work alone in the beginning of the project and then pool the ideas with guidance, they are participating in ________.

A) A group interview B) A single interview C) A Nominal Group Technique D) Business Process Reeingineering Answer: C Page Ref: 142 Diff: Easy AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept 12) What is a possible outcome of NGT? A) Times for a new meeting B) The analysts' favorite projects C) A list of user roles in the project D) Ideas for new features in a system Answer: D Page Ref: 143 Diff: Easy AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept

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13) Ranking items in order of importance is what type of interview question?

A) Open-ended B) Close-ended C) Nominal D) Agile Answer: B Page Ref: 141 Diff: Moderate AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept 14) Which of the following is a primary way to gather information?

A) Interviewing B) Gather documentation C) Review procedures D) Read the manual Answer: A Page Ref: 138 Diff: Moderate AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept 15) All of the following are guidelines for effective interviewing except ________.

A) Preparing an agenda B) Preparing a checklist C) Not taking notes during the meeting D) Being neutral Answer: C Page Ref: 138 Diff: Moderate AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept

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16) Which of the following is NOT a closed-ended question?

A) Pick the best option from the list.

B) Is the system good or bad?

C) Rank this list of issues from least to greatest.

D) List the three most frequently used menu options.

Answer: D Page Ref: 139 Diff: Moderate AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept 17) A characteristic of a good systems analyst is question everything concerning requirements.

Answer: TRUE Page Ref: 136 Diff: Easy AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept 18) In an interview, the interviewer will know all possible questions.

Answer: FALSE Page Ref: 139 Diff: Moderate AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept 19) Interviewing is one of the primary ways to gather information about systems projects.

Answer: TRUE Page Ref: 138 Diff: Moderate AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept

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20) In the Nominal Group Technique, the group members work together to solve the problem.

Individual work is discouraged.

Answer: FALSE Page Ref: 142 Diff: Moderate AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Concept 21) List some specific deliverables examples from requirements determination.

Answer: Answers may vary. Anything collected as part of determining system requirements is included in the deliverables. Following are some examples of deliverables.

1. Information collected from conversations with or observations of users: interview transcripts, notes from observation, meeting minutes 2. Existing written information: business mission and strategy statements, sample business forms and reports and computer displays, procedure manuals, job descriptions, training manuals, flowcharts and documentation of existing systems, consultant reports 3. Computer-based information: reports of existing systems, and displays and reports from system prototypes Page Ref: 137 Diff: Difficult AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Synthesis 22) Describe the characteristics of a good systems analyst.

Answer: • Impertinence. You should question everything.

• Impartiality. Your role is to find the best solution to a business problem or opportunity.

• Relax constraints. Assume that anything is possible and eliminate the infeasible.

For example, do not accept this statement: "We've always done it that way, so we have to continue the practice." Traditions are different from rules and policies.

• Attention to details. Every fact must fit with every other fact. One element out of place means that even the best system will fail at some time.

• Reframing. Analysis is, in part, a creative process. You must challenge yourself to look at the organization in new ways. You must consider how each user views his or her requirements.

Page Ref: 136 Diff: Difficult AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Synthesis

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23) List the traditional methods of collecting systems requirements.

Answer: • Individually interview people informed about the operation and issues of the current system and future systems needs.

• Interview groups of people with diverse needs to find synergies and contrasts among system requirements.

• Observe workers at selected times to see how data is handled and what information people need to do their jobs.

• Study business documents to discover reported issues, policies, rules, and directions as well as concrete examples of the use of data and information in the organization.

Page Ref: 138 Diff: Easy AACSB: Information Technology Learning Objective: 6.1 Describe options for designing and conducting interviews and develop a plan for conducting an interview to determine system requirements Classification: Synthesis 24) All of the following can create bias when observing an employee working except ________.

A) Observation yields too much data B) The observation may make the employee nervous C) The observation may cause the employee to make more mistakes than normal D) The observation may cause the employee to follow exact procedures they do not typically follow Answer: A Page Ref: 145 Diff: Moderate AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Concept 25) What is the purpose of gathering system records?

A) To watch employee behavior for wrong doing B) To gain an objective view of employee interaction with information systems C) To match what the employee claims he does to what he actually does D) To have accurate information for a performance review Answer: B Page Ref: 144 Diff: Easy AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Concept

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26) ________ current system users is a more direct way of seeing how an existing system operates.

A) Observing B) Asking C) Polling D) Surveying Answer: A Page Ref: 145 Diff: Easy AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Concept 27) An effective way to gather information about the system from users is ________.

A) Taking Internet surveys B) Asking them questions C) Reading corporate memos D) Reading redesign documents Answer: B Page Ref: 145 Diff: Difficult AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Concept 28) The ________ is a document written to describe how a particular job is performed.

A) System document B) Work procedure C) Mission statement D) Goals document Answer: B Page Ref: 145 Diff: Easy AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Concept

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29) What can analysis of work procedure documents reveal?

A) When a procedure is missing B) When a procedure is correct C) A future enhancement for the system D) A most used procedure Answer: A Page Ref: 146 Diff: Difficult AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Concept 30) ________ are recognized in official documentation of the organization.

A) Work procedure B) System documents C) Formal systems D) Disclosures Answer: C Page Ref: 147 Diff: Easy AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Concept 31) Why are forms important?

A) Because they explain what data flows in or out of a system B) Because they are documentation C) Because every company uses them D) A form is not important.

Answer: A Page Ref: 148 Diff: Easy AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Concept

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32) You should review notes within ________ of an interview.

A) 48 hours B) 2 days C) 1 hour D) 12 hours Answer: A Page Ref: 138 Diff: Easy AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Concept 33) There is only one good method for interviewing.

Answer: FALSE Page Ref: 138 Diff: Easy AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Concept 34) Many information systems developed in-house lack complete documentation.

Answer: TRUE Page Ref: 148 Diff: Easy AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Concept

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35) What is the difference between open-ended and closed-ended questions? Assume you are analyzing a classroom scheduling system. Identify two open-ended questions and two closed-ended questions you might ask.

Answer: Open-ended questions are usually used to probe for information for which you cannot anticipate all possible responses or for which you do not know the precise question to ask.

Open-ended questions might include the following: What information is currently provided by the scheduling system? What information would you like to have that the current scheduling system does not provide? Closed-ended questions provide a range of answers from which the interviewee may choose. Closed-ended questions might ask the system users to rate a response to the following questions: Does the existing system provide hourly-scheduling information in a timely manner? Is the existing system easy to use?

Page Ref: 139 Diff: Easy AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Synthesis 36) An analyst comes to you to ask for some assistance with interview guidelines. What do you tell the analyst?

Answer: First, with either open- or closed-ended questions, do not phrase a question in a way that implies a right or wrong answer. The respondent must feel that he or she can state his or her true opinion and perspective and that his or her idea will be considered equally with those of others.

The second guideline to remember about interviews is to listen very carefully to what is being said.

Take careful notes or, if possible, record the interview. Third, once the interview is over, go back to your office and type up your notes within 48 hours. If you recorded the interview, use the recording to verify the material in your notes. As you type and organize your notes, write down any additional questions that might arise from lapses in your notes or from ambiguous information.

Separate facts from your opinions and interpretations. Make a list of unclear points that need clarification. Call the person you interviewed and get answers to these new questions. Fourth, be careful during the interview not to set expectations about the new or replacement system unless you are sure these features will be part of the delivered system. Fifth, seek a variety of perspectives from the interviews. Find out what potential users of the system, users of other systems that might be affected by changes, managers and superiors, information systems staff who have experience with the current system, and others think the current problems and opportunities are and what new information services might better serve the organization.

Page Ref: 141 Diff: Moderate AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Synthesis

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37) What can analysis of a document tell you about the future system?

Answer: In documents, you can find information about the following: • Problems with existing systems • Opportunities to meet new needs if only certain information or information processing were available • Organizational direction that can influence information system requirements • Titles and names of key individuals who have an interest in relevant existing systems • Values of the organization or individuals who can help determine priorities for different capabilities desired by different users • Special information processing circumstances that occur irregularly that may not be identified by any other requirements determination technique • The reason why current systems are designed as they are, which can suggest features left out of current software, which may now be feasible and more desirable • Data, rules for processing data, and principles by which the organization operates that must be enforced by the information system Page Ref: 145 Diff: Easy AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Synthesis 38) What is the Nominal Group Technique? How is it beneficial to requirements determination?

Answer: The Nominal Group Technique is a facilitated process that supports idea generation by groups. At the beginning of the process, group members work alone to generate ideas, which are then pooled under the guidance of a trained facilitator. During requirements determination, the group will identify and prioritize a list of problems associated with the existing system, or they may identify and prioritize a list of requirements for the new system.

Page Ref: 142 Diff: Moderate AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Synthesis

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39) List at least four types of information an analyst can locate in documents during the analysis phase?

Answer: The following information can be found in documents: • Problems with existing systems • Opportunities to meet new needs if only certain information or information processing were available • Organizational direction that can influence information system requirements • Titles and names of key individuals who have an interest in relevant existing systems • Values of the organization or individuals who can help determine priorities for different capabilities desired by different users • Special information processing circumstances that occur irregularly that may not be identified by any other requirements determination technique • The reason why current systems are designed as they are, which can suggest features left out of current software, which may now be feasible and more desirable • Data, rules for processing data, and principles by which the organization operates that must be enforced by the information system Page Ref: 145 Diff: Moderate AACSB: Information Technology Learning Objective: 6.2 Explain the advantages and pitfalls of observing workers and analyzing business documents to determine system requirements Classification: Synthesis 40) ________ and ________ are the two processes of prototypes.

A) New process; old process B) Long term; short-term C) Evolutionary; throwaway D) Throwaway; permanent Answer: C Page Ref: 150 Diff: Easy AACSB: Information Technology Learning Objective: 6.3 Use prototyping during requirements determination Classification: Concept 41) A prototype that can serve as the basis for the production system occurs in a process called ________ prototyping.

A) Open-ended B) Evolutionary C) Throwaway D) Agile Answer: B Page Ref: 150 Diff: Moderate AACSB: Information Technology Learning Objective: 6.3 Use prototyping during requirements determination Classification: Concept 128 Copyright © 2025 Pearson Education, Inc.

42) A prototype that can serve only as a model, which is then used as a reference for the construction of the actual system is called ________ prototyping.

A) Open-ended B) Evolutionary C) Throwaway D) Agile Answer: C Page Ref: 150 Diff: Moderate AACSB: Information Technology Learning Objective: 6.3 Use prototyping during requirements determination Classification: Concept 43) If the prototyping is successful during ________, it eventually becomes the system.

A) Evolutionary prototyping B) Throwaway prototyping C) Design specifications D) The Nominal group technique Answer: A Page Ref: 151 Diff: Moderate AACSB: Information Technology Learning Objective: 6.3 Use prototyping during requirements determination Classification: Concept 44) Which of the following is a drawback for prototyping?

A) Tools are not readily available for use.

B) It takes a long time to produce a product.

C) It is a complex way to develop systems.

D) There is typically no formal documentation created.

Answer: D Page Ref: 152 Diff: Easy AACSB: Information Technology Learning Objective: 6.3 Use prototyping during requirements determination Classification: Concept 45) Prototyping is most useful for requirements determination when creating formal documentation of system requirements.

Answer: FALSE Page Ref: 151 Diff: Moderate AACSB: Information Technology Learning Objective: 6.3 Use prototyping during requirements determination Classification: Concept 129 Copyright © 2025 Pearson Education, Inc.

46) Prototyping is most useful for requirements determination when user requirements are not clear or well understood.

Answer: TRUE Page Ref: 151 Diff: Moderate AACSB: Information Technology Learning Objective: 6.3 Use prototyping during requirements determination Classification: Concept 47) Prototyping is most useful for requirements determination when possible designs are complex and require concrete form to fully evaluate.

Answer: TRUE Page Ref: 151 Diff: Moderate AACSB: Information Technology Learning Objective: 6.3 Use prototyping during requirements determination Classification: Concept 48) Evolutionary prototyping is used to model parts of the system, and if it is unsuccessful you throw away the system.

Answer: FALSE Page Ref: 150 Diff: Moderate AACSB: Information Technology Learning Objective: 6.3 Use prototyping during requirements determination Classification: Concept 49) Prototypes are fully functional versions of the proposed system.

Answer: FALSE Page Ref: 151 Diff: Easy AACSB: Information Technology Learning Objective: 6.3 Use prototyping during requirements determination Classification: Concept 50) The overall process by which current methods are replaced with new methods is referred to as ________.

A) Business process reengineering B) Nominal group technique C) CASE D) Systems analysis Answer: A Page Ref: 152 Diff: Easy AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept 130 Copyright © 2025 Pearson Education, Inc.

51) What is the first step in the BPR effort?

A) Use induction.

B) Understand the key processes.

C) List disruptive technologies.

D) Translate the key processes.

Answer: B Page Ref: 153 Diff: Easy AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept 52) The long-held organizational rule "information can appear in only one place at a time” is disrupted by which of the following technology?

A) Distributed databases allow the sharing of information B) Advanced telecommunications networks can support dynamic organizational structures C) Automatic identification and tracking technology knows where things are D) High-performance computing can provide real-time updating Answer: A Page Ref: 154 Diff: Moderate AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept 53) The long-held organizational rule "plans get revised periodically” is disrupted by which of the following technology?

A) Distributed databases allow the sharing of information B) Advanced telecommunications networks can support dynamic organizational structures C) Automatic identification and tracking technology knows where things are D) High-performance computing can provide real-time updating Answer: D Page Ref: 154 Diff: Moderate AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept

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54) The long-held organizational rule "you have to find out where things are” is disrupted by which of the following technology?

A) Distributed databases allow the sharing of information B) Advanced telecommunications networks can support dynamic organizational structures C) Automatic identification and tracking technology knows where things are D) High-performance computing can provide real-time updating Answer: C Page Ref: 154 Diff: Moderate AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept 55) The long-held organizational rule "businesses must choose between centralization and decentralization" is disrupted by which of the following technology?

A) Distributed databases allow the sharing of information B) Advanced telecommunications networks can support dynamic organizational structures C) Automatic identification and tracking technology knows where things are D) High-performance computing can provide real-time updating Answer: B Page Ref: 154 Diff: Moderate AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept 56) The long-held organizational rule "managers must make all decisions" is disrupted by which of the following technology?

A) Distributed databases allow the sharing of information B) Advanced telecommunications networks can support dynamic organizational structures C) Decision-support tools can aid nonmanagers D) High-performance computing can provide real-time updating Answer: C Page Ref: 154 Diff: Moderate AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept

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57) Which of the following is an idea of BPR advocates?

A) Changing the way work is performed does not change the way information is stored.

B) Radical improvement cannot be achieved by tweaking existing processes.

C) Decreases in quality of business processes may occur.

D) The results of many BPR efforts are the development of information system maintenance requests or requests for system replacement.

Answer: D Page Ref: 153 Diff: Easy AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept 58) The following development approach is known for its short cycles.

A) eXtreme Programming B) Agile C) SDLC D) Steering Answer: A Page Ref: 156 Diff: Easy AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept 59) BPR advocates believe radical increases in the quality of business processes can be accomplished with IT. Answer: TRUE Page Ref: 153 Diff: Moderate AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept 60) "How dysfunctional is the activity" is a question used in identifying activities for radical change.

Answer: TRUE Page Ref: 153 Diff: Easy AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept

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61) Managers should consider disruptive technologies when applying inductive thinking.

Answer: FALSE Page Ref: 154 Diff: Moderate AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept 62) Key business processes are the unstructured set of measurable activities designed to produce a specific output for a particular customer or market.

Answer: FALSE Page Ref: 153 Diff: Moderate AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept 63) Continual user involvement works best with a large development team.

Answer: FALSE Page Ref: 154 Diff: Moderate AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept 64) Grouping task cards together is a step in the agile usage-centered design method for requirements determination.

Answer: TRUE Page Ref: 156 Diff: Easy AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept 65) One of the key emphases of eXtreme Programming is to use a three-person programming team.

Answer: FALSE Page Ref: 156 Diff: Easy AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept

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66) Process orientation remains a lasting legacy of the BPR movement.

Answer: TRUE Page Ref: 152 Diff: Easy AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Concept 67) What is the definition of disruptive technologies? Identify eight disruptive technologies and how they have eliminated long-held organizational rules.

Answer: Disruptive technologies enable the breaking of long-held business rules that inhibit organizations from making radical business changes. Distributed databases, expert systems, advanced telecommunications networks, decision support tools, wireless data communication and portable computers, interactive communication technologies, automatic identification and tracking technologies, and high-performance computing are eight disruptive technologies.

Distributed databases allow the sharing of information, and expert systems can aid nonexperts.

Advanced telecommunications networks can support dynamic organizational structures; decision-support tools can aid nonmanagers. Wireless data communication and portable computers provide a "virtual" office for workers. Interactive communication technologies allow complex messaging capabilities. Automatic identification and tracking technology know where things are, and high-performance computing can provide real-time updating.

Page Ref: 154 Diff: Difficult AACSB: Information Technology Learning Objective: 6.4 Describe contemporary approaches to requirements determination Classification: Synthesis 68) Which of the following is NOT a phase in the Planning Game?

A) Exploration B) Commitment C) Documentation D) Steering Answer: C Page Ref: 157 Diff: Easy AACSB: Information Technology Learning Objective: 6.5 Understand how requirements determination techniques apply to the development of electronic commerce applications Classification: Concept

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69) Which site layout and navigation characteristic feature is concerned with "navigation menu and logo placement should remain consistent throughout the entire site"?

A) Defaults B) Layout and design C) Navigation D) Error or warning messages Answer: B Page Ref: 159 Diff: Difficult AACSB: Information Technology Learning Objective: 6.5 Understand how requirements determination techniques apply to the development of electronic commerce applications Classification: Concept 70) Which site layout and navigation characteristic feature is concerned with "any section of the store should be accessible from any other section"?

A) Defaults B) Layout and design C) Navigation D) Error or warning messages Answer: C Page Ref: 159 Diff: Difficult AACSB: Information Technology Learning Objective: 6.5 Understand how requirements determination techniques apply to the development of electronic commerce applications Classification: Concept 71) Which site layout and navigation characteristic feature is concerned with "text should be used over graphics whenever possible"?

A) Defaults B) Layout and design C) Navigation D) Error or warning messages Answer: B Page Ref: 159 Diff: Difficult AACSB: Information Technology Learning Objective: 6.5 Understand how requirements determination techniques apply to the development of electronic commerce applications Classification: Concept

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72) Which site layout and navigation characteristic feature is concerned with "users should always be aware of what section they are currently in"?

A) Defaults B) Layout and design C) Navigation D) Error or warning messages Answer: C Page Ref: 159 Diff: Difficult AACSB: Information Technology Learning Objective: 6.5 Understand how requirements determination techniques apply to the development of electronic commerce applications Classification: Concept 73) In the commitment phase, the business analysts sorts Story Cards into all of the following stacks except ________.

A) Essential features B) Nice to have features C) Not essential features but add value D) Management driven essentials Answer: D Page Ref: 157 Diff: Easy AACSB: Information Technology Learning Objective: 6.5 Understand how requirements determination techniques apply to the development of electronic commerce applications Classification: Concept 74) Determining system requirements for an electronic commerce application is not different than for other applications.

Answer: TRUE Page Ref: 158 Diff: Easy AACSB: Information Technology Learning Objective: 6.5 Understand how requirements determination techniques apply to the development of electronic commerce applications Classification: Concept

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75) Describe three newer methods of requirements determination.

Answer: The first is continual user involvement in the development process, a technique that works especially well with small and dedicated development teams. The second approach is Agile Usage-Centered Design. The third approach is the Planning Game, which was developed as part of eXtreme Programming.

Page Ref: 154 Diff: Difficult AACSB: Information Technology Learning Objective: 6.5 Understand how requirements determination techniques apply to the development of electronic commerce applications Classification: Synthesis Modern Systems Analysis and Design, 10e (Valacich) Chapter 7 Structuring System Process Requirements 1) A ________ is a picture of the movement of data between external entities and the processes and data stores within a system.

A) Process flow diagram B) Data flow diagram C) Data diagram D) Procedure flow diagram Answer: B Page Ref: 166 Diff: Easy AACSB: Information Technology Learning Objective: 7.1 Understand the logical modeling of processes by studying examples of data flow diagrams Classification: Concept 2) In a data flow diagram, a ________ is modeled using an oval.

A) Process B) Data store C) Source/sink D) Data flow Answer: A Page Ref: 168 Diff: Moderate AACSB: Information Technology Learning Objective: 7.1 Understand the logical modeling of processes by studying examples of data flow diagrams Classification: Concept 3) In a data flow diagram, a ________ is modeled using two horizontal lines.

A) Process B) Data store C) Source/sink D) Data flow Answer: B 138 Copyright © 2025 Pearson Education, Inc.

Page Ref: 168 Diff: Moderate AACSB: Information Technology Learning Objective: 7.1 Understand the logical modeling of processes by studying examples of data flow diagrams Classification: Concept

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4) In a data flow diagram, a ________ is modeled using a rectangle.

A) Process B) Data store C) Source/sink D) Data flow Answer: C Page Ref: 168 Diff: Moderate AACSB: Information Technology Learning Objective: 7.1 Understand the logical modeling of processes by studying examples of data flow diagrams Classification: Concept 5) In a data flow diagram, a ________ is modeled using an arrow.

A) Process B) Data store C) Source/sink D) Data flow Answer: D Page Ref: 168 Diff: Moderate AACSB: Information Technology Learning Objective: 7.1 Understand the logical modeling of processes by studying examples of data flow diagrams Classification: Concept 6) A ________ shows the scope of the system, indicating which elements are inside and which are outside of the system.

A) Process flow diagram B) Context diagram C) Data diagram D) Procedure flow diagram Answer: B Page Ref: 167 Diff: Easy AACSB: Information Technology Learning Objective: 7.1 Understand the logical modeling of processes by studying examples of data flow diagrams Classification: Concept

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7) A data flow diagram (DFD) is a picture of the movement of data between external entities and the processes and data stores within or outside a system.

Answer: FALSE Page Ref: 166 Diff: Easy AACSB: Information Technology Learning Objective: 7.1 Understand the logical modeling of processes by studying examples of data flow diagrams Classification: Concept 8) Context DFD is one of the deliverables for process modeling.

Answer: TRUE Page Ref: 167 Diff: Moderate AACSB: Information Technology Learning Objective: 7.1 Understand the logical modeling of processes by studying examples of data flow diagrams Classification: Concept 9) Because requirements determination and structuring are often parallel steps, DFDs evolve from the more general to the more detailed as current and replacement systems are better understood.

Answer: TRUE Page Ref: 167 Diff: Moderate AACSB: Information Technology Learning Objective: 7.1 Understand the logical modeling of processes by studying examples of data flow diagrams Classification: Concept 10) DFDs do not provide notation but illustrate important concepts about the movement of data between manual and automated steps.

Answer: FALSE Page Ref: 167 Diff: Moderate AACSB: Information Technology Learning Objective: 7.1 Understand the logical modeling of processes by studying examples of data flow diagrams Classification: Concept

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11) Sources and sinks are often outside the system we are studying. Therefore, many of the characteristics of sources and sinks are of high interest to us.

Answer: FALSE Page Ref: 168 Diff: Moderate AACSB: Information Technology Learning Objective: 7.1 Understand the logical modeling of processes by studying examples of data flow diagrams Classification: Concept 12) Sources/sinks are always outside the information system and define the boundaries of the system.

Answer: TRUE Page Ref: 168 Diff: Moderate AACSB: Information Technology Learning Objective: 7.1 Understand the logical modeling of processes by studying examples of data flow diagrams Classification: Concept 13) What is a DFD? Why are DFDs used?

Answer: A data flow diagram (DFD) is a picture of the movement of data between external entities and the processes and data stores within a system. A context diagram shows the scope of the system, indicating which elements are inside and which are outside the system. Second, DFDs of the system specify which processes move and transform data, accepting inputs and producing outputs. These diagrams are developed with sufficient detail to understand the current system and to provide notation as well as illustrate important concepts about the movement of data between manual and automated steps, and they offer a way to depict work flow in an organization. DFDs continue to be beneficial to information systems professionals as tools for both analysis and communication.

Page Ref: 167 Diff: Easy AACSB: Information Technology Learning Objective: 7.1 Understand the logical modeling of processes by studying examples of data flow diagrams Classification: Synthesis

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14) What is process modeling? What are the deliverables for process modeling?

Answer: Process modeling involves graphically representing the functions, or processes, that capture, manipulate, store, and distribute data between a system and its environment and between components within a system. Deliverables include: Context DFD, DFSs of the system, and thorough descriptions of each DFD component.

Page Ref: 166 Diff: Easy AACSB: Information Technology Learning Objective: 7.1 Understand the logical modeling of processes by studying examples of data flow diagrams Classification: Synthesis 15) ________ are NOT a component of data flow diagram symbols.

A) Processes B) Data stores C) Data flows D) Data programs Answer: D Page Ref: 168 Diff: Easy AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept 16) A ________ can be best understood as data in motion, moving from one place in a system to another.

A) Process B) Data flow C) Data store D) Data source Answer: B Page Ref: 168 Diff: Moderate AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept

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17) A ________ is the work or actions performed on data so that they are transformed, stored, or distributed.

A) Process B) Data store C) Flowchart D) Data flow Answer: A Page Ref: 168 Diff: Moderate AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept 18) A ________ is the origin and/or destination of the data, and these are sometimes referred to as external entities because they are outside the system.

A) Data graph B) Data flow C) Process D) Source Answer: D Page Ref: 168 Diff: Moderate AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept 19) According to the DFD conventions, the data flow is always depicted by a(n) ________.

A) Rectangle B) Circle C) Arrow D) Triangle Answer: C Page Ref: 169 Diff: Easy AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept

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20) A ________ is used in both conventions for sources/sinks and has a name that states what the external agent is, such as Customer, Teller, EPA Office, or Inventory Control System.

A) Circle B) Triangle C) Rectangle D) Square Answer: D Page Ref: 169 Diff: Moderate AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept 21) A ________ is a DFD that represents a system's major processes, data flows, and data stores at a high level of detail.

A) Level-1 diagram B) Level-0 diagram C) Level-2 diagram D) Level-3 diagram Answer: B Page Ref: 172 Diff: Moderate AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept 22) When two ________ have the same data flow name, you must be careful that these flows are exactly the same.

A) Rectangles B) DFDs C) Arrows D) Processes Answer: C Page Ref: 174 Diff: Moderate AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept

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23) No process can have only ________. It would be making data from nothing (a miracle). If an object has only outputs, then it must be a source.

A) Sources B) Sinks C) Inputs D) Outputs Answer: D Page Ref: 174 Diff: Easy AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept 24) A fork in a ________ means that exactly the same data goes from a common location to two or more different destinations in the model.

A) Process B) Data store C) Source/sink D) Data flow Answer: D Page Ref: 174 Diff: Moderate AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept 25) Data cannot move directly from one data store to another data store. Data must be moved by a ________.

A) Process B) Fork C) Source/sink D) Gateway Answer: A Page Ref: 174 Diff: Moderate AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept

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26) A black hole is a ________ that has only inputs.

A) Data flow B) Data store C) Source/sink D) Process Answer: D Page Ref: 174 Diff: Moderate AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept 27) A data flow is data that move together, so it can be composed of many individual pieces of data that are generated at the same time and that flow together to common destinations.

Answer: TRUE Page Ref: 168 Diff: Moderate AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept 28) A data store is data at rest and may represent only one physical location for data.

Answer: FALSE Page Ref: 168 Diff: Moderate AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept 29) Sources/sinks are sometimes referred to as external entities because they are outside the system.

Answer: TRUE Page Ref: 168 Diff: Moderate AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept

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30) DFDs are just as good as flowcharts for depicting the details of physical systems.

Answer: FALSE Page Ref: 167 Diff: Easy AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Concept 31) Compare and contrast DFDs and flowcharts.

Answer: DFDs are versatile diagramming tools. With only four symbols, you can use DFDs to represent both physical and logical information systems. DFDs are not as good as flowcharts for depicting the details of physical systems; on the other hand, flowcharts are not very useful for depicting purely logical information flows. In fact, flowcharting has been criticized by proponents of structured analysis and design because it is too physically oriented. Flowcharting symbols primarily represent physical computing equipment, such as terminals and permanent storage. One continual criticism of system flowcharts has been that overreliance on such charts tends to result in premature physical system design. DFDs do not share this problem of premature physical design because they do not rely on any symbols to represent specific physical computing equipment. They are also easier to use than flowcharts because they involve only four different symbols.

Page Ref: 167 Diff: Moderate AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Synthesis 32) What do each of the four symbols in a DFD represent? Explain the terms used in describing the processes in the DFD. Answer: DFD symbols consist of four symbols that represent the same things: data flows, data stores, processes, and sources/sinks (or external entities). A data flow can be best understood as data in motion, moving from one place in a system to another. A data flow is data that move together, so it can be composed of many individual pieces of data that are generated at the same time and that flow together to common destinations. A data store is data at rest. A process is the work or actions performed on data so that they are transformed, stored, or distributed. When modeling the data processing of a system, it does not matter whether a process is performed manually or by a computer. Finally, a source/sink is the origin and/or destination of the data.

Page Ref: 168 Diff: Difficult AACSB: Information Technology Learning Objective: 7.2 Draw data flow diagrams following specific rules and guidelines that lead to accurate and well-structured process models Classification: Synthesis

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33) No process can have only ________ and if an object has only that, then it must be a sink.

A) Inputs B) Procedure C) Outputs D) Arrow Answer: A Page Ref: 174 Diff: Moderate AACSB: Information Technology Learning Objective: 7.3 Decompose data flow diagrams into lower-level diagrams Classification: Concept 34) Data cannot move directly from one data store to another data store. Data must be moved by a ________.

A) Flow chart B) Procedure C) Process D) Data source Answer: C Page Ref: 174 Diff: Moderate AACSB: Information Technology Learning Objective: 7.3 Decompose data flow diagrams into lower-level diagrams Classification: Concept 35) Data cannot move directly from a source to a sink. It must be moved by a process if the data are of any concern to our system. Otherwise, the data flow is not shown on the ________.

A) Sink B) Procedure C) Flow chart D) DFD Answer: D Page Ref: 174 Diff: Moderate AACSB: Information Technology Learning Objective: 7.3 Decompose data flow diagrams into lower-level diagrams Classification: Concept

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36) A data flow has ________ direction(s) of flow between symbols. It may flow in both directions between a process and a data store to show a read before an update.

A) No B) Three C) One D) Multi Answer: C Page Ref: 174 Diff: Moderate AACSB: Information Technology Learning Objective: 7.3 Decompose data flow diagrams into lower-level diagrams Classification: Concept 37) A data flow to a data store means ________.

A) Join B) Update C) Process D) Fork Answer: B Page Ref: 174 Diff: Difficult AACSB: Information Technology Learning Objective: 7.3 Decompose data flow diagrams into lower-level diagrams Classification: Concept 38) The lowest level of a DFD is called a ________ data flow diagram.

A) Low-level B) Primitive C) Level-0 D) Basic Answer: B Page Ref: 175 Diff: Moderate AACSB: Information Technology Learning Objective: 7.3 Decompose data flow diagrams into lower-level diagrams Classification: Concept

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39) A ________ diagram is a DFD that is generated from n nested decompositions from a level-0 diagram.

A) Level-n B) Level-0 C) Level-1 D) Level-2 Answer: A Page Ref: 176 Diff: Difficult AACSB: Information Technology Learning Objective: 7.3 Decompose data flow diagrams into lower-level diagrams Classification: Concept 40) A data flow to a data store means retrieve and a data flow from a data store means change.

Answer: FALSE Page Ref: 174 Diff: Moderate AACSB: Information Technology Learning Objective: 7.3 Decompose data flow diagrams into lower-level diagrams Classification: Concept

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41) List the parts of a DFD diagram and at least one rule for each one.

Answer: Process: A. No process can have only outputs. It would be making data from nothing. If an object has only outputs, then it must be a source. B. No process can have only inputs (a black hole). If an object has only inputs, then it must be a sink. C. A process has a verb phrase label.

Data Store: D. Data cannot move directly from one data store to another data store. Data must be moved by a process. E. Data cannot move directly from an outside source to a data store. Data must be moved by a process that receives data from the source and places the data into the data store. F. Data cannot move directly to an outside sink from a data store. Data must be moved by a process. G. A data store has a noun phrase label.

Source/Sink: H. Data cannot move directly from a source to a sink. It must be moved by a process if the data are of any concern to our system. Otherwise, the data flow is not shown on the DFD. I. A source/sink has a noun phrase label.

Data Flow: J. A data flow has only one direction of flow between symbols. It may flow in both directions between a process and a data store to show a read before an update. The latter is usually indicated, however, by two separate arrows because these happen at different times.

K. A fork in a data flow means that exactly the same data goes from a common location to two or more different processes, data stores, or sources/sinks. L. A join in a data flow means that exactly the same data come from any of two or more different processes, data stores, or sources/sinks to a common location. M. A data flow cannot go directly back to the same process it leaves. There must be at least one other process that handles the data flow, produces some other data flow, and returns the original data flow to the beginning process. N. A data flow to a data store means update (delete or change). O. A data flow from a data store means retrieve or use. P. A data flow has a noun phrase label. More than one data flow noun phrase can appear on a single arrow as long as all of the flows on the same arrow move together as one package.

Page Ref: 174 Diff: Difficult AACSB: Information Technology Learning Objective: 7.3 Decompose data flow diagrams into lower-level diagrams Classification: Synthesis 42) Explain the process of functional decomposition.

Answer: The act of going from a single system to four component processes is called (functional) decomposition. Functional decomposition is an iterative process of breaking the description or perspective of a system down into finer and finer detail. This process creates a set of hierarchically related charts in which one process on a given chart is explained in greater detail on another chart.

Each resulting process (or subsystem) is also a candidate for decomposition. Each process may consist of several subprocesses. Each subprocess may also be broken down into smaller units.

Decomposition continues until you have reached the point at which no subprocess can logically be broken down any further. The lowest level of a DFD is called a primitive DFD. Page Ref: 175 Diff: Moderate AACSB: Information Technology Learning Objective: 7.3 Decompose data flow diagrams into lower-level diagrams Classification: Synthesis 43) Balancing is the conservation of inputs and outputs to a DFD process when that process is decomposed to a ________ level.

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A) Balanced B) Similar C) Lower D) Higher Answer: C Page Ref: 177 Diff: Moderate AACSB: Information Technology Learning Objective: 7.4 Balance higher-level and lower-level data flow diagrams Classification: Concept 44) At the ________ level of DFDs, new data flows may be added to represent data that are transmitted under exceptional conditions. These data flows typically represent error messages or confirmation notices.

A) Highest B) Lowest C) Basic D) Medium Answer: B Page Ref: 178 Diff: Moderate AACSB: Information Technology Learning Objective: 7.4 Balance higher-level and lower-level data flow diagrams Classification: Concept 45) The concept of DFD ________ refers to whether you have included in your DFDs all of the components necessary for the system you are modeling.

A) Completeness B) Accuracy C) Balancing D) Processing Answer: A Page Ref: 182 Diff: Difficult AACSB: Information Technology Learning Objective: 7.4 Balance higher-level and lower-level data flow diagrams Classification: Concept

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46) Data flow repository entries typically will NOT include ________.

A) The label or name for the data flow as entered on the DFDs B) A list of other repository objects grouped into categories by type of object C) The composition or list of data elements contained in the data flow D) A long description defining the data flow Answer: D Page Ref: 182 Diff: Moderate AACSB: Information Technology Learning Objective: 7.4 Balance higher-level and lower-level data flow diagrams Classification: Concept 47) Which of the following is an advanced rule governing data flow diagramming?

A) Data flows cannot be split.

B) The inputs to a process must be sufficient to produce the outputs.

C) At the highest level, new data flows may be added.

D) It is good to have data flow lines cross each other.

Answer: B Page Ref: 178 Diff: Moderate AACSB: Information Technology Learning Objective: 7.4 Balance higher-level and lower-level data flow diagrams Classification: Concept 48) If your DFD contains data flows that do not lead anywhere or data stores, processes, or external entities that are not connected to anything else, your DFD is not complete.

Answer: TRUE Page Ref: 182 Diff: Moderate AACSB: Information Technology Learning Objective: 7.4 Balance higher-level and lower-level data flow diagrams Classification: Concept

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49) Describe the process in knowing when to stop decomposing a DFD. Answer: One rule is to stop drawing when you have reached the lowest logical level; however, it is not always easy to know what the lowest logical level is. Other, more concrete rules for when to stop decomposing include the following: • When you have reduced each process to a single decision or calculation or to a single database operation, such as retrieve, update, create, delete, or read • When each data store represents data about a single entity, such as a customer, employee, product, or order • When the system user does not care to see any more detail or when you and other analysts have documented sufficient detail to do subsequent systems development tasks • When every data flow does not need to be split further to show that different data are handled in different ways • When you believe that you have shown each business form or transaction, computer online display, and report as a single data flow • When you believe there is a separate process for each choice on all lowest-level menu options for the system Page Ref: 183 Diff: Moderate AACSB: Information Technology Learning Objective: 7.4 Balance higher-level and lower-level data flow diagrams Classification: Synthesis 50) The concept of DFD ________ refers to whether or not the depiction of the system shown at one level of a nested set of DFDs is compatible with the depictions of the system shown at other levels.

A) Consistency B) Completeness C) Balancing D) Accuracy Answer: A Page Ref: 182 Diff: Moderate AACSB: Information Technology Learning Objective: 7.5 Use data flow diagrams as a tool to support the analysis of information systems Classification: Concept

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51) ________ is the process of discovering discrepancies between two or more sets of DFDs or discrepancies within a single DFD. A) Timing B) Primitive DFD C) Basic analysis D) Gap analysis Answer: D Page Ref: 184 Diff: Easy AACSB: Information Technology Learning Objective: 7.5 Use data flow diagrams as a tool to support the analysis of information systems Classification: Concept 52) A ________ is a diagram of process logic where the logic is reasonably complicated.

A) Decision table B) Decision box C) Decision column D) Decision flow Answer: A Page Ref: 191 Diff: Easy AACSB: Information Technology Learning Objective: 7.5 Use data flow diagrams as a tool to support the analysis of information systems Classification: Concept 53) ________ are NOT a part of a decision table.

A) Condition stubs B) Action stubs C) Rules D) Policies Answer: D Page Ref: 192 Diff: Moderate AACSB: Information Technology Learning Objective: 7.5 Use data flow diagrams as a tool to support the analysis of information systems Classification: Concept

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54) Inefficiencies cannot usually be identified by studying DFDs. Instead, use a gap analysis.

Answer: FALSE Page Ref: 184 Diff: Difficult AACSB: Information Technology Learning Objective: 7.5 Use data flow diagrams as a tool to support the analysis of information systems Classification: Concept 55) How can you use DFDs as an analysis tool?

Answer: DFDs can also be used in a process called gap analysis. Analysts can use gap analysis to discover discrepancies between two or more sets of DFDs, representing two or more states of an information system, or discrepancies within a single DFD. Once the DFDs are complete, you can examine the details of individual DFDs for such problems as redundant data flows, data that are captured but are not used by the system, and data that are updated identically in more than one location. These problems may not have been evident to members of the analysis team or to other participants in the analysis process when the DFDs were created. Inefficiencies can also be identified by studying DFDs, and there are a wide variety of inefficiencies that might exist. Some inefficiencies relate to violations of DFD drawing rules. Similarly, a set of DFDs that models the current logical system can be compared with DFDs that model the new logical system to better determine which processes systems developers need to add or revise when building the new system.

Page Ref: 184 Diff: Moderate AACSB: Information Technology Learning Objective: 7.5 Use data flow diagrams as a tool to support the analysis of information systems Classification: Synthesis 56) Explain the three parts of a decision table.

Answer: The table has three parts: the condition stubs, the action stubs, and the rules. The condition stubs contain the various conditions that apply to the situation the table is modeling. The action stubs contain all the possible courses of action that result from combining values of the condition stubs. The part of the table that links conditions to actions is the section that contains the rules.

Page Ref: 192 Diff: Easy AACSB: Information Technology Learning Objective: 7.5 Use data flow diagrams as a tool to support the analysis of information systems Classification: Synthesis

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57) In a business process model, a(n) ________ is modeled using an oval.

A) Event B) Activity C) Gateway D) Flow Answer: A Page Ref: 187 Diff: Moderate AACSB: Information Technology Learning Objective: 7.6 Understand how to represent business processes with business process diagrams Classification: Concept 58) In a business process model, a(n) ________ is modeled using a rectangle.

A) Event B) Activity C) Gateway D) Flow Answer: B Page Ref: 187 Diff: Moderate AACSB: Information Technology Learning Objective: 7.6 Understand how to represent business processes with business process diagrams Classification: Concept 59) In a business process model, a(n) ________ is modeled using a diamond.

A) Event B) Activity C) Gateway D) Flow Answer: C Page Ref: 187 Diff: Moderate AACSB: Information Technology Learning Objective: 7.6 Understand how to represent business processes with business process diagrams Classification: Concept

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60) In a business process model, a(n) ________ is modeled using an arrow.

A) Event B) Activity C) Gateway D) Flow Answer: D Page Ref: 187 Diff: Moderate AACSB: Information Technology Learning Objective: 7.6 Understand how to represent business processes with business process diagrams Classification: Concept 61) When using a business process diagram, participants that are external to the company are modeled in different swimlanes but in the same pool.

Answer: FALSE Page Ref: 190 Diff: Difficult AACSB: Information Technology Learning Objective: 7.6 Understand how to represent business processes with business process diagrams Classification: Concept 62) When using a business process diagram, decisions are modeled using the diamond (gateway) symbol.

Answer: TRUE Page Ref: 187 Diff: Difficult AACSB: Information Technology Learning Objective: 7.6 Understand how to represent business processes with business process diagrams Classification: Concept 63) In a decision table, indifferent conditions can be reduced to simplify the table.

Answer: TRUE Page Ref: 193 Diff: Moderate AACSB: Information Technology Learning Objective: 7.6 Understand how to represent business processes with business process diagrams Classification: Concept

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64) If there is a situation where a decision table has a logic decision where an employee data type can have one of two values, those values are listed in the ________.

A) Condition stub B) Action stub C) Rules D) Data flow diagram Answer: A Page Ref: 192 Diff: Moderate AACSB: Information Technology Learning Objective: 7.7 Use decision tables to represent the logic of choice in conditional statements Classification: Concept 65) In a decision table a value that does not affect the action taken is known as ________.

A) An action stub B) A rule C) A logical dilemma D) An indifferent condition Answer: D Page Ref: 192 Diff: Moderate AACSB: Information Technology Learning Objective: 7.7 Use decision tables to represent the logic of choice in conditional statements Classification: Concept 66) Joshua has removed any rules that have impossible actions in the decision table. He has completed the ________ step.

A) "simplify the decision table" B) "define the actions for each rule" C) "list all possible rules" D) "name all possible actions that can occur" Answer: A Page Ref: 194 Diff: Moderate AACSB: Information Technology Learning Objective: 7.7 Use decision tables to represent the logic of choice in conditional statements Classification: Concept

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67) ________ allow you to check for the extent to which your logic is complete, consistent, and not redundant.

A) Gap analysis B) Action stubs C) Process modeling D) Decision tables Answer: D Page Ref: 195 Diff: Difficult AACSB: Information Technology Learning Objective: 7.7 Use decision tables to represent the logic of choice in conditional statements Classification: Concept 68) What should one do first when creating a decision table?

A) Simply the decision table.

B) Name the conditions.

C) List all possible rules.

D) Identify the value each condition can assume.

Answer: C Page Ref: 193 Diff: Moderate AACSB: Information Technology Learning Objective: 7.7 Use decision tables to represent the logic of choice in conditional statements Classification: Concept 69) A(n) ________ in business process modeling shows the sequence of action in a process.

A) Graph B) Flow C) Event D) Activity Answer: B Page Ref: 187 Diff: Moderate AACSB: Information Technology Learning Objective: 7.7 Use decision tables to represent the logic of choice in conditional statements Classification: Concept

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70) A(n) ________ in business process modeling is an action that must take place for a process to be completed.

A) Gateway B) Event C) Flow D) Activity Answer: D Page Ref: 187 Diff: Difficult AACSB: Information Technology Learning Objective: 7.7 Use decision tables to represent the logic of choice in conditional statements Classification: Concept 71) A ________ in business process modeling is a way to visually encapsulate a process.

A) Gateway B) Swimlane C) Pool D) Flow Answer: B Page Ref: 190 Diff: Moderate AACSB: Information Technology Learning Objective: 7.7 Use decision tables to represent the logic of choice in conditional statements Classification: Concept 72) Once the DFDs are complete, we can examine the details of individual DFDs for such problems as redundant data flows, data that are captured but are not used by the system, and data that are updated identically in more than one location.

Answer: TRUE Page Ref: 184 Diff: Moderate AACSB: Information Technology Learning Objective: 7.7 Use decision tables to represent the logic of choice in conditional statements Classification: Concept

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73) What are the procedures when constructing a decision table?

Answer: 1. Name the conditions and the values that each condition can assume. Determine all of the conditions that are relevant to your problem and then determine all of the values each condition can take. 2. Name all possible actions that can occur. The purpose of creating decision tables is to determine the proper course of action given a particular set of conditions. 3. List all possible rules.

When you first create a decision table, you have to create an exhaustive set of rules. Every possible combination of conditions must be represented. 4. Define the actions for each rule. Now that all possible rules have been identified, provide an action for each rule. 5. Simplify the decision table.

Make the decision table as simple as possible by removing any rules with impossible actions.

Page Ref: 193 Diff: Difficult AACSB: Information Technology Learning Objective: 7.7 Use decision tables to represent the logic of choice in conditional statements Classification: Synthesis 74) An example of inconsistency would be a data flow that appears on a higher-level DFD but not on lower levels (also a violation of balancing).

Answer: TRUE Page Ref: 182 Diff: Difficult AACSB: Information Technology Learning Objective: 7.8 Discuss process modeling for electronic commerce applications Classification: Concept 75) DFDs do a very good job of representing time. On a given DFD, there is an indication of whether a data flow occurs constantly in real time, once per week, or once per year. There is also an indication of when a system would run.

Answer: FALSE Page Ref: 183 Diff: Moderate AACSB: Information Technology Learning Objective: 7.8 Discuss process modeling for electronic commerce applications Classification: Concept Modern Systems Analysis and Design, 10e (Valacich) Chapter 8 Structuring System Data Requirements 1) The most common format used for data modeling is ________ diagramming.

A) Entity-class B) Entity-object C) Entity-subject D) Entity-relationship Answer: D Page Ref: 209 Diff: Easy AACSB: Information Technology Learning Objective: 8.1 Explain the role of conceptual data modeling in the overall analysis and 163 Copyright © 2025 Pearson Education, Inc.

design of an information system Classification: Concept 2) During requirements structuring, a ________ model represents conceptual data requirements for a particular system.

A) Business B) Project C) Data D) Relationship Answer: C Page Ref: 209 Diff: Easy AACSB: Information Technology Learning Objective: 8.1 Explain the role of conceptual data modeling in the overall analysis and design of an information system Classification: Concept 3) Which of the following is a reason some developers believe a data model is the most important part of the information systems requirement?

A) Data captured during data modeling is crucial to the design of computer screens.

B) Processes are the most complex aspects of modern information systems.

C) Data characteristics are temporary.

D) Structural information about process improvement is essential for automatic program generation.

Answer: A Page Ref: 208 Diff: Easy AACSB: Information Technology Learning Objective: 8.1 Explain the role of conceptual data modeling in the overall analysis and design of an information system Classification: Concept

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4) Why do some systems developers believe the data model is the most important part of IS requirements?

Answer: First, the characteristics of data captured during data modeling are crucial in the design of databases, programs, computer screens, and printed reports. Second, data, not processes, are the most complex aspects of many modern information systems and hence require a central role in structuring system requirements. Third, the characteristics about data are reasonably permanent and have significant similarity for different organizations in the same business. Finally, structural information about data is essential for automatic program generation.

Page Ref: 208 Diff: Easy AACSB: Information Technology Learning Objective: 8.1 Explain the role of conceptual data modeling in the overall analysis and design of an information system Classification: Synthesis 5) Describe conceptual data modeling. How is it used? Describe the process.

Answer: A conceptual data model is a representation of organizational data. The purpose of a conceptual data model is to show as many rules about the meaning and interrelationships among data as possible. Analysts develop (or use from prior systems development) a conceptual data model for the current system and then build or refine a purchased conceptual data model that supports the scope and requirements for the proposed or enhanced system. The process of conceptual data modeling begins with developing a conceptual data model for the system being replaced, if a system already exists. Then, a new conceptual data model is built (or a standard one is purchased) that includes all of the data requirements for the new system.

Page Ref: 209 Diff: Easy AACSB: Information Technology Learning Objective: 8.1 Explain the role of conceptual data modeling in the overall analysis and design of an information system Classification: Synthesis 6) An ________ model is a detailed, logical representation of the entities, associations, and data elements for an organization or business area.

A) E-D B) E-O C) E-R D) E-A Answer: C Page Ref: 214 Diff: Easy AACSB: Information Technology Learning Objective: 8.2 Describe the information gathering process for conceptual data modeling Classification: Concept

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7) What is the purpose of a conceptual data model?

A) To help create spreadsheets B) To show as many rules about the meaning and interrelationships among data as are possible C) To connect processes with inputs and outputs D) To make sure the executive team sees the data Answer: B Page Ref: 209 Diff: Moderate AACSB: Information Technology Learning Objective: 8.2 Describe the information gathering process for conceptual data modeling Classification: Concept 8) A(n) ________ is a person, place, object, event, or concept in the user environment about which the organization wishes to maintain data.

A) Dimension B) Attribute C) Object D) Entity Answer: D Page Ref: 215 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 9) Each entity type in an E-R model is given a ________ because it represents a class or set, it is singular.

A) Class B) Type C) Name D) Degree Answer: C Page Ref: 215 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept

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10) An entity type (sometimes called an entity class) is a collection of ________ that share common properties or characteristics.

A) Attributes B) Entities C) Sources D) Relationships Answer: B Page Ref: 215 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 11) An entity ________ is a single occurrence of an entity type.

A) Instance B) Object C) Attribute D) Class Answer: A Page Ref: 215 Diff: Easy AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 12) An entity ________ is described just once in a data model, whereas many ________ of that may be represented by data stored in the database.

A) Type; instances B) Type; classes C) Instance; types D) Class; objects Answer: A Page Ref: 215 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept

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13) A common mistake many people make when they are just learning to draw E-R diagrams, especially if they already know how to do data flow diagramming, is to confuse data entities with ________ and relationships with data flows.

A) Classes B) Sinks C) Relationships D) Attributes Answer: B Page Ref: 215 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 14) A(n) ________ is a named property or characteristic of an entity that is of interest to the organization.

A) Event B) Instance C) Relationship D) Attribute Answer: D Page Ref: 216 Diff: Easy AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 15) Similar attributes of different entity types should use ________ but distinguishing names.

A) Similar B) Different C) Unique D) Duplicate Answer: A Page Ref: 217 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept

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16) A ________ key is an attribute (or combination of attributes) that uniquely identifies each instance of an entity type.

A) Primary B) Unique C) Candidate D) Duplicate Answer: C Page Ref: 217 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 17) A(n) ________ is an attribute that may take on more than one value for each entity instance.

A) Multivalued attribute B) Single valued attribute C) Identifier D) Candidate key Answer: A Page Ref: 218 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 18) A(n) ________ is an attribute that must have a value for every entity instance.

A) Derived attribute B) Composite attribute C) Required attribute D) Optional attribute Answer: C Page Ref: 219 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept

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19) A(n) ________ is an attribute that may not have a value for every entity instance.

A) Required attribute B) Derived attribute C) Composite attribute D) Optional attribute Answer: D Page Ref: 219 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 20) A(n) ________ is an attribute that has meaningful component parts.

A) Optional attribute B) Composite attribute C) Required attribute D) Derived attribute Answer: B Page Ref: 219 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 21) A(n) ________ is an attribute whose value can be computed from related attribute values.

A) Derived attribute B) Composite attribute C) Required attribute D) Optional attribute Answer: A Page Ref: 219 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept

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22) A(n) ________ is an association between the instances of one or more entity types that is of interest to the organization.

A) Attribute B) Repeating group C) Relationship D) Identifier Answer: C Page Ref: 219 Diff: Easy AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 23) The ________ of a relationship is the number of entity types that participate in that relationship.

A) Object B) Degree C) Identifier D) Measure Answer: B Page Ref: 221 Diff: Easy AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 24) A unary relationship is a relationship between the instances of ________ entity type(s).

A) One B) Two C) Three D) Five Answer: A Page Ref: 222 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept

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25) A ________ relationship is a relationship between instances of two entity types and is the most common type of relationship encountered in data modeling.

A) Secondary B) Binary C) Primary D) Ternary Answer: B Page Ref: 223 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 26) A ternary relationship is a simultaneous relationship among instances of ________ entity type(s).

A) One B) Two C) Three D) Ten Answer: C Page Ref: 223 Diff: Easy AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 27) The ________ defines the number of instances of entity B that can (or must) be associated with each instance of entity A. A) Cardinality B) Relationship C) Identifier D) Association Answer: A Page Ref: 223 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept

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28) A(n) ________ is an entity type that associates the instances of one or more entity types and contains attributes that are peculiar to the relationship between those entity instances.

A) Relationship B) Associative entity C) Identifier D) Cardinality Answer: B Page Ref: 226 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 29) In an E-R diagram, data entities are the same as sources/sinks from data flow diagrams.

Answer: FALSE Page Ref: 215 Diff: Difficult AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 30) In an E-R diagram, system outputs and relationships are the same as data flows from data flow diagrams.

Answer: FALSE Page Ref: 215 Diff: Difficult AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 31) In an E-R diagram, an attribute name is a noun but an entity type name is a verb.

Answer: FALSE Page Ref: 215 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept

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32) A candidate key is an attribute (or combination of attributes) that uniquely identifies an E-R diagram.

Answer: FALSE Page Ref: 217 Diff: Easy AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 33) An entity instance (also known simply as an instance) is a single occurrence of an entity type and is described just once in a data model, whereas many instances of that entity type may be represented by data stored in the database.

Answer: TRUE Page Ref: 215 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 34) An identifier is an attribute (or combination of attributes) that uniquely identifies each instance of an entity type.

Answer: TRUE Page Ref: 217 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 35) An identifier is a candidate key that has been selected to be used as the unique characteristic for an entity type.

Answer: TRUE Page Ref: 217 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept

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36) A multivalued attribute is synonymous with a candidate key.

Answer: FALSE Page Ref: 218 Diff: Easy AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 37) Several attributes that repeat together are called a multivalued attribute.

Answer: FALSE Page Ref: 218 Diff: Moderate AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Concept 38) What is the link between a data model and a DFD? Answer: Data elements included in data flows also appear in the data model, and vice versa. You must include in the data model any raw data captured and retained in a data store, and a data model can include only data that have been captured or that have been computed from captured data.

Because a data model is a general business picture of data, both manual and automated data stores will be included. Each data store in a process model must relate to business objects represented in the data model. You can use an automated repository to verify these linkages.

Page Ref: 212 Diff: Easy AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Synthesis

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39) List and explain the following key data modeling terms: entity, attribute, relationship, degree, cardinality, and associative entity.

Answer: An entity is a person, place, object, event, or concept in the user environment about which the organization wishes to collect and maintain data. An attribute is a named property or characteristic of an entity that is of interest to the organization. A relationship is an association between the instances of one or more entity types that is of interest to the organization. Degree defines the number of entity types that participate in a relationship. Cardinality specifies the number of instances of entity B that can (or must) be associated with each instance of entity A. An associative entity is a many-to-many (or one-to-one) relationship that the data modeler chooses to model as an entity type with several associated one-to-many relationships with other entity types.

Page Ref: 215 Diff: Difficult AACSB: Information Technology Learning Objective: 8.3 Describe how to represent an entity-relationship model and be able to define the terms: entity type, attribute, identifier, multivalued attribute, and relationship Classification: Synthesis 40) In an entity relationship diagram if one person may only be married to one other person, the relationship is a ________.

A) Unary relationship B) Binary relationship C) Ternary relationship D) Bilateral relationship Answer: A Page Ref: 222 Diff: Moderate AACSB: Information Technology Learning Objective: 8.4 Distinguish among unary, binary, and ternary relationships as well as associative entities, providing an example of each Classification: Concept 41) The ________ of a relationship is the number of entity types that participate in that relationship.

A) Angle B) Degree C) Number of steps between entities D) Attributes Answer: B Page Ref: 221 Diff: Moderate AACSB: Information Technology Learning Objective: 8.4 Distinguish among unary, binary, and ternary relationships as well as associative entities, providing an example of each Classification: Concept

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42) Which relationship is the most common type of relationship encountered in data modeling?

A) Ternary B) Dual C) Binary D) Unary Answer: C Page Ref: 223 Diff: Moderate AACSB: Information Technology Learning Objective: 8.4 Distinguish among unary, binary, and ternary relationships as well as associative entities, providing an example of each Classification: Concept 43) A ________ is a simultaneous relationship among instances of three entity types.

A) Ternary B) Dual C) Binary D) Unary Answer: A Page Ref: 223 Diff: Moderate AACSB: Information Technology Learning Objective: 8.4 Distinguish among unary, binary, and ternary relationships as well as associative entities, providing an example of each Classification: Concept 44) A ternary relationship is a recursive relationship among instances of three entity types.

Answer: FALSE Page Ref: 223 Diff: Moderate AACSB: Information Technology Learning Objective: 8.4 Distinguish among unary, binary, and ternary relationships as well as associative entities, providing an example of each Classification: Concept 45) The minimum cardinality of a relationship is the minimum number of instances of entity B that may be associated with each instance of entity A. Answer: TRUE Page Ref: 224 Diff: Moderate AACSB: Information Technology Learning Objective: 8.4 Distinguish among unary, binary, and ternary relationships as well as associative entities, providing an example of each Classification: Concept

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46) A relationship definition explains what action is being taken and possibly why it is important.

It may be important to state who or what does the action, but it is not important to explain how the action is taken.

Answer: TRUE Page Ref: 225 Diff: Moderate AACSB: Information Technology Learning Objective: 8.4 Distinguish among unary, binary, and ternary relationships as well as associative entities, providing an example of each Classification: Concept 47) In an E-R diagram, a relationship name is a noun phrase.

Answer: FALSE Page Ref: 225 Diff: Moderate AACSB: Information Technology Learning Objective: 8.4 Distinguish among unary, binary, and ternary relationships as well as associative entities, providing an example of each Classification: Concept 48) An associative entity is an entity type that associates the instances of only one type and contains attributes that are peculiar to the relationship between those entity instances.

Answer: FALSE Page Ref: 226 Diff: Moderate AACSB: Information Technology Learning Objective: 8.4 Distinguish among unary, binary, and ternary relationships as well as associative entities, providing an example of each Classification: Concept 49) Define unary, binary, and ternary relationships. Provide an example of each relationship.

Answer: The number of entity types participating in a relationship defines the degree of the relationship. The most common relationships are unary, binary, and ternary. A unary relationship is a relationship between the instances of one entity type. An example of this type of relationship is of the "person" entity. One person (or instance) can be married to another person (or instance). The binary relationship is a relationship between instances of two entity types. An example of this relationship is of a supplier and part. The binary relationship is the most common type of relationship encountered in data modeling. The ternary relationship is a simultaneous relationship among instances of three entity types. An example is a supplier shipping a part to a warehouse.

Page Ref: 222 Diff: Easy AACSB: Information Technology Learning Objective: 8.4 Distinguish among unary, binary, and ternary relationships as well as associative entities, providing an example of each Classification: Synthesis 50) Explain the concept of cardinality. Give an example.

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Answer: Suppose there are two entity types, A and B, connected by a relationship. The cardinality of a relationship is the number of instances of entity B that can (or must) be associated with each instance of entity A. Clearly, a video store may stock more than one DVD of a given movie. In the terminology we have used so far, this example is intuitively a "many" relationship.

Yet it is also true that the store may not have a single copy of a particular movie in stock. We need a more precise notation to indicate the range of cardinalities for a relationship. The minimum cardinality of a relationship is the minimum number of instances of entity B that may be associated with each instance of entity A. The maximum cardinality is the maximum number of instances.

Cardinality constraints include mandatory cardinality, one optional, on mandatory cardinality, optional cardinalities.

Page Ref: 223 Diff: Moderate AACSB: Information Technology Learning Objective: 8.4 Distinguish among unary, binary, and ternary relationships as well as associative entities, providing an example of each Classification: Synthesis 51) Naming relationships can be difficult. Describe at least three guidelines for naming relationships.

Answer: You should use a few special guidelines for naming relationships, such as the following: • A relationship name is a verb phrase. Relationships represent actions, usually in the present tense.

A relationship name states the action taken, not the result of the action.

• You should avoid vague names, such as Has or Is related to. Use descriptive verb phrases taken from the action verbs found in the definition of the relationship.

• A relationship definition explains what action is being taken and possibly why it is important. It may be important to state who or what does the action, but it is not important to explain how the action is taken.

• It may be important to give examples to clarify the action. The definition should explain any optional participation. You should explain what conditions lead to zero associated instances, whether this can happen only when an entity instance is first created or whether this can happen at any time.

• A relationship definition should also explain the reason for any explicit maximum cardinality other than many.

• A relationship definition should explain any restrictions on participation in the relationship.

• A relationship definition should explain the extent of history that is kept in the relationship.

• A relationship definition should explain whether an entity instance involved in a relationship instance can transfer participation to another relationship instance.

Page Ref: 225 Diff: Moderate AACSB: Information Technology Learning Objective: 8.4 Distinguish among unary, binary, and ternary relationships as well as associative entities, providing an example of each Classification: Synthesis

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52) Peter had to correct an E-R model because an entity instance of the supertype was not a member of some subtype in the relationship. The E-R model broke the ________ rule.

A) Total specialization B) Partial specialization C) Overlap D) Disjoint Answer: A Page Ref: 229 Diff: Moderate AACSB: Information Technology Learning Objective: 8.5 Define supertypes and subtypes, showing how to represent these entity types with entity-relationship diagramming notation Classification: Concept 53) A supertype is a generic entity type that has a relationship with one or more subtypes.

Answer: TRUE Page Ref: 228 Diff: Moderate AACSB: Information Technology Learning Objective: 8.5 Define supertypes and subtypes, showing how to represent these entity types with entity-relationship diagramming notation Classification: Concept 54) Briefly identify four important business rules for supertype/subtype relationships.

Answer: Total specialization, partial specialization, disjoint, and overlap are four business rules for supertype/subtype relationships. The total specialization rule specifies that each entity instance of the supertype must be a member of some subtype in the relationship. The partial specialization rule specifies that an entity instance of the supertype is allowed not to belong to any subtype. The disjoint rule specifies that if an entity instance of the supertype is a member of one subtype, it cannot simultaneously be a member of any other subtype. The overlap rule specifies that an entity instance can simultaneously be a member of two (or more) subtypes.

Page Ref: 229 Diff: Easy AACSB: Information Technology Learning Objective: 8.5 Define supertypes and subtypes, showing how to represent these entity types with entity-relationship diagramming notation Classification: Synthesis

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55) ________ rules are specifications that preserve the integrity of the logical data model.

A) Business B) Disjoint C) Overlap D) Total specialization Answer: A Page Ref: 230 Diff: Easy AACSB: Information Technology Learning Objective: 8.6 Define four basic types of business rules in a conceptual data model Classification: Concept 56) A domain is the set of all data types and ranges of values that ________ may assume.

A) Entities B) Instances C) Attributes D) Events Answer: C Page Ref: 231 Diff: Moderate AACSB: Information Technology Learning Objective: 8.6 Define four basic types of business rules in a conceptual data model Classification: Concept 57) A(n) ________ is an assertion or rule that governs the validity of data manipulation operations such as insert, update, and delete.

A) Domain B) Event C) Referential integrity D) Triggering operation Answer: D Page Ref: 231 Diff: Moderate AACSB: Information Technology Learning Objective: 8.6 Define four basic types of business rules in a conceptual data model Classification: Concept

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58) All of the following are business rules except ________.

A) Entity integrity B) Unary relationship C) Domains D) Triggering operations Answer: B Page Ref: 230 Diff: Easy AACSB: Information Technology Learning Objective: 8.6 Define four basic types of business rules in a conceptual data model Classification: Concept 59) The business rule that each instance of an entity type must have a unique identifier that is not null.

A) Entity integrity B) Referential integrity constraints C) Domains D) Triggering operations Answer: A Page Ref: 230 Diff: Moderate AACSB: Information Technology Learning Objective: 8.6 Define four basic types of business rules in a conceptual data model Classification: Concept 60) The business rule concerning the relationships between entity types.

A) Entity integrity B) Referential integrity constraints C) Domains D) Triggering operations Answer: B Page Ref: 230 Diff: Moderate AACSB: Information Technology Learning Objective: 8.6 Define four basic types of business rules in a conceptual data model Classification: Concept

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61) The business rule that enforces constraints on valid values for attributes.

A) Entity integrity B) Referential integrity constraints C) Domains D) Triggering operations Answer: C Page Ref: 230 Diff: Moderate AACSB: Information Technology Learning Objective: 8.6 Define four basic types of business rules in a conceptual data model Classification: Concept 62) The business rule that protects the validity of attribute values.

A) Entity integrity B) Referential integrity constraints C) Domains D) Triggering operations Answer: D Page Ref: 230 Diff: Moderate AACSB: Information Technology Learning Objective: 8.6 Define four basic types of business rules in a conceptual data model Classification: Concept 63) Which of the following is an advantage of the use of domains?

A) They are easier to understand than entities.

B) Domains are easier to define in an E-R model than entities.

C) Domains ensure data manipulation operations are logical.

D) Domains are non-null.

Answer: C Page Ref: 231 Diff: Moderate AACSB: Information Technology Learning Objective: 8.6 Define four basic types of business rules in a conceptual data model Classification: Concept

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64) All of the following are advantages to incorporating business rules in the repository except ________.

A) Reduces maintenance B) Faster application development C) Faster response to business changes D) Does not promote ease of use of a database Answer: D Page Ref: 232 Diff: Easy AACSB: Information Technology Learning Objective: 8.6 Define four basic types of business rules in a conceptual data model Classification: Concept 65) A concise statement of the business rule to be enforced by the triggering operation.

A) User rule B) Event C) Condition D) Action Answer: A Page Ref: 231 Diff: Moderate AACSB: Information Technology Learning Objective: 8.6 Define four basic types of business rules in a conceptual data model Classification: Concept 66) The data manipulation operation (insert, delete, or update) that initiates the triggering operation.

A) User rule B) Event C) Condition D) Action Answer: B Page Ref: 231 Diff: Moderate AACSB: Information Technology Learning Objective: 8.6 Define four basic types of business rules in a conceptual data model Classification: Concept 67) The disjoint rule specifies that if an entity instance of the supertype is a member of one subtype, it can simultaneously be a member of any other subtype.

Answer: FALSE Page Ref: 229 Diff: Moderate AACSB: Information Technology Learning Objective: 8.6 Define four basic types of business rules in a conceptual data model Classification: Concept 184 Copyright © 2025 Pearson Education, Inc.

68) Define triggering operation. Provide an example and include the components.

Answer: A triggering operation (also called a trigger) is an assertion or rule that governs the validity of data manipulation operations such as insert, update, and delete. The scope of triggering operations may be limited to attributes within one entity or it may extend to attributes in two or more entities. Other examples may be used.

Example: User rule: WITHDRAWAL Amount may not exceed ACCOUNT Balance Event: Insert Entity Name: WITHDRAWAL Condition: WITHDRAWAL Amount > ACCOUNT Balance Action: Reject the insert transaction Page Ref: 231 Diff: Easy AACSB: Information Technology Learning Objective: 8.6 Define four basic types of business rules in a conceptual data model Classification: Synthesis 69) If a purchased model is proven through extensive experience it is said to be ________.

A) Consistent B) Complete C) Aggregate D) Validated Answer: D Page Ref: 234 Diff: Easy AACSB: Information Technology Learning Objective: 8.7 Explain the role of prepackaged database models (patterns) in data modeling Classification: Concept 70) Which option below matches the following benefit of a packaged data model. Purchased data models are very general, covering almost all options employed by the associated functional area or industry.

A) Validated B) Cost reduction C) Facilitates system analysis D) Consistent and complete Answer: D Page Ref: 234 Diff: Moderate AACSB: Information Technology Learning Objective: 8.7 Explain the role of prepackaged database models (patterns) in data modeling Classification: Concept

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71) Which option below matches the following benefit of a packaged data model. Purchased models are proven through extensive experience.

A) Validated B) Cost reduction C) Facilitates system analysis D) Consistent and complete Answer: A Page Ref: 234 Diff: Moderate AACSB: Information Technology Learning Objective: 8.7 Explain the role of prepackaged database models (patterns) in data modeling Classification: Concept 72) Which option below matches the following benefit of a packaged data model. Projects with purchased models take less time and cost less because the initial discovery steps are no longer necessary, leaving only iterative tailoring and refinement to the local situation.

A) Validated B) Cost reduction C) Facilitates system analysis D) Consistent and complete Answer: B Page Ref: 234 Diff: Moderate AACSB: Information Technology Learning Objective: 8.7 Explain the role of prepackaged database models (patterns) in data modeling Classification: Concept 73) Which option below matches the following benefit of a packaged data model. The purchased model provides a first data model, which you can use to generate specific analysis questions.

A) Validated B) Cost reduction C) Facilitates system analysis D) Consistent and complete Answer: C Page Ref: 234 Diff: Moderate AACSB: Information Technology Learning Objective: 8.7 Explain the role of prepackaged database models (patterns) in data modeling Classification: Concept

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74) Common database patterns for different business situations are availed in packaged data models.

Answer: TRUE Page Ref: 232 Diff: Easy AACSB: Information Technology Learning Objective: 8.7 Explain the role of prepackaged database models (patterns) in data modeling Classification: Concept 75) What are the benefits of beginning an operation with a packaged logical data model?

Answer: An advantage of LDMs is that a packaged data model now exists for almost every industry and application area. Other advantages include: • Validated. Purchased models are proven through extensive experience.

• Cost reduction. Projects with purchased models take less time and cost less because the initial discovery steps are no longer necessary, leaving only iterative tailoring and refinement to the local situation.

• Anticipate future requirements, not just initial requirements. Purchased models anticipate future needs, not just those recognized during the first version of an application. Thus, because the database structure does not require structural change, their benefits are recurring, not one-time.

• Facilitates systems analysis. The purchased model actually facilitates database planning and analysis by providing a first data model, which you can use to generate specific analysis questions and concrete, not hypothetical or abstract, examples of what might be in the appropriate database.

• Consistent and complete. The purchased data models are very general, covering almost all options employed by the associated functional area or industry. Thus, they provide a structure that, when tailored, will be consistent and complete.

Page Ref: 234 Diff: Difficult AACSB: Information Technology Learning Objective: 8.7 Explain the role of prepackaged database models (patterns) in data modeling Classification: Synthesis Modern Systems Analysis and Design, 10e (Valacich) Chapter 9 Designing Databases 1) Logical and ________ database design is typically performed in parallel with other systems design steps.

A) Normal B) Physical C) Conceptual D) Normalized Answer: B Page Ref: 252 Diff: Easy AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model 187 Copyright © 2025 Pearson Education, Inc.

Classification: Concept 2) ________ database design is driven not only from the previously developed E-R data model for the application or enterprise but also from form and report layouts.

A) Logical B) Physical C) Normalized D) De-normalized Answer: A Page Ref: 252 Diff: Easy AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept 3) In logical database design, we use a process called ________, which is a way to build a data model that has the properties of simplicity, non-redundancy, and minimal maintenance.

A) Data modeling B) Database designing C) De-normalization D) Normalization Answer: D Page Ref: 252 Diff: Moderate AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept

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4) In logical database modeling and design, we combine normalized data requirements from all user interfaces into one consolidated logical database model; this step is called view ________.

A) Summation B) Integration C) Addition D) Combination Answer: B Page Ref: 253 Diff: Moderate AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept 5) In logical database modeling and design, we translate the ________ E-R data model for the application or enterprise, developed without explicit consideration of specific user interfaces, into normalized data requirements.

A) Normal B) Physical C) Logical D) Conceptual Answer: D Page Ref: 253 Diff: Moderate AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept 6) A(n) ________ is an attribute (or combination of attributes) whose value is unique across all occurrences of a relation.

A) Composite key B) Primary key C) Identifier D) Index Answer: B Page Ref: 254 Diff: Moderate AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept

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7) During logical database design, you must account for every data element on a system input or output form or report and on the ________.

A) E-R diagram B) Conceptual design C) Physical design D) Logical design Answer: A Page Ref: 254 Diff: Easy AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept 8) During logical database design, the ________ attribute is indicated by an underline.

A) Pointer B) Primary key C) Relation D) Foreign key Answer: B Page Ref: 254 Diff: Moderate AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept 9) During logical database design, the ________ attribute is indicated by a dashed underline.

A) Pointer B) Primary key C) Relation D) Foreign key Answer: D Page Ref: 254 Diff: Moderate AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept

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10) Each ________ in a relation corresponds to an attribute of that relation.

A) Entity B) Data C) Column D) Row Answer: C Page Ref: 257 Diff: Moderate AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept 11) Each ________ of a relation corresponds to a record that contains data values for an entity.

A) Column B) Entity C) Attribute D) Row Answer: D Page Ref: 257 Diff: Easy AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept 12) In a relation, the sequence of columns can be interchanged without changing the meaning or use of the ________.

A) Relation B) Attribute C) Row D) Primary key Answer: A Page Ref: 257 Diff: Moderate AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept

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13) A well-structured relation is a relation that contains a minimum amount of redundancy and that allows users to insert, modify, and delete the rows without error or inconsistencies and is also known as a ________.

A) Column B) Row C) Table D) Key Answer: C Page Ref: 258 Diff: Moderate AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept 14) Which of the following is an example of a primary key?

A) Number of children B) Physical address C) Last name D) Driver's license number Answer: D Page Ref: 254 Diff: Easy AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept 15) All of these are types of database models except ________.

A) Hierarchical model B) Network model C) Matrix model D) Relational model Answer: C Page Ref: 257 Diff: Easy AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept

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16) Using referential integrity is a way to build a data model that has the properties of simplicity, nonredundancy, and minimal maintenance.

Answer: FALSE Page Ref: 252 Diff: Moderate AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept 17) The data type format for each attribute from the logical database design is chosen to maximize storage space and to minimize data quality.

Answer: FALSE Page Ref: 253 Diff: Moderate AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept 18) A null value is a named, two-dimensional table of data.

Answer: FALSE Page Ref: 257 Diff: Moderate AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept 19) A foreign key is an attribute (or combination of attributes) whose value is unique across all occurrences of a relation.

Answer: FALSE Page Ref: 254 Diff: Moderate AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept

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20) A relation is a named, two-dimensional table of data and each relation (or table) consists of a set of named columns and an arbitrary number of unnamed rows.

Answer: TRUE Page Ref: 257 Diff: Moderate AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Concept 21) What are four purposes of database design?

Answer: Structure the data in stable structures, called normalized tables, that are not likely to change over time and that have minimal redundancy. Develop a logical database design that reflects the actual data requirements that exist in the forms and reports of an information system.

Develop a logical database design from which we can do physical database design. Translate a relational database model into a technical file and database design that balances several performance factors.

Page Ref: 251 Diff: Easy AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Synthesis 22) What are the four key steps to logical database modeling and design?

Answer: 1. Develop a logical data model for each known user interface for the application using normalization principles. 2. Combine normalized data requirements from all user interfaces into one consolidated logical database model; this step is called view integration. 3. Translate the conceptual E-R data model for the application or enterprise, developed without explicit consideration of specific user interfaces, into normalized data requirements. 4. Compare the consolidated logical database design with the translated E-R model and produce, through view integration, one final logical database model for the application.

Page Ref: 253 Diff: Easy AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Synthesis

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23) What is a relational database model? How do relations differ from nonrelational tables?

Answer: The relational database model represents data in the form of related tables, or relations.

A relation is a named, two-dimensional table of data. Each relation (or table) consists of a set of named columns and an arbitrary number of unnamed rows. Each column in a relation corresponds to an attribute of that relation. Each row of a relation corresponds to a record that contains data values for an entity. Relations have several properties that distinguish them from nonrelational tables: 1. Entries in cells are simple. An entry at the intersection of each row and column has a single value. 2. Entries in a given column are from the same set of values. 3. Each row is unique.

Uniqueness is guaranteed because the relation has a nonempty primary key value. 4. The sequence of columns can be interchanged without changing the meaning or use of the relation. 5. The rows may be interchanged or stored in any sequences.

Page Ref: 257 Diff: Easy AACSB: Information Technology Learning Objective: 9.1 Describe the database design process, its outcomes, and the relational database model Classification: Synthesis 24) ________ is a process for converting complex data structures into simple, stable data structures.

A) De-normalization B) Normalization C) Database modeling D) Relation Answer: B Page Ref: 259 Diff: Moderate AACSB: Information Technology Learning Objective: 9.2 Describe normalization and the rules for second and third normal form Classification: Concept 25) In ________ normal form, each nonprimary key attribute is identified by the whole key (what we call full functional dependency).

A) First B) Fourth C) Third D) Second Answer: D Page Ref: 259 Diff: Moderate AACSB: Information Technology Learning Objective: 9.2 Describe normalization and the rules for second and third normal form Classification: Concept

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26) In ________ normal form, nonprimary key attributes do not depend on each other (what we call no transitive dependencies).

A) First B) Fourth C) Third D) Second Answer: C Page Ref: 259 Diff: Moderate AACSB: Information Technology Learning Objective: 9.2 Describe normalization and the rules for second and third normal form Classification: Concept 27) A functional dependency is a particular relationship between two ________.

A) Attributes B) Rows C) Databases D) Tables Answer: A Page Ref: 259 Diff: Easy AACSB: Information Technology Learning Objective: 9.2 Describe normalization and the rules for second and third normal form Classification: Concept 28) To convert a relation to second normal form, you decompose the relation into new relations using the attributes, called ________, that determine other attributes.

A) Pointers B) Determinants C) Relations D) Transitives Answer: B Page Ref: 260 Diff: Moderate AACSB: Information Technology Learning Objective: 9.2 Describe normalization and the rules for second and third normal form Classification: Concept

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29) What is the result of normalization?

A) Every nonprimary key attribute depends on the whole primary key and nothing but the primary key.

B) All tables have a primary key.

C) Hierarchical databases are converted to relational databases.

D) Each table can only be used by one user.

Answer: A Page Ref: 259 Diff: Moderate AACSB: Information Technology Learning Objective: 9.2 Describe normalization and the rules for second and third normal form Classification: Concept 30) Cindy tried to delete a customer but the customer still had open invoices so the system would not allow her to delete the customer. More than likely ________ was enforced.

A) De-normalization B) Normalization C) Referential integrity D) Relational management Answer: C Page Ref: 274 Diff: Difficult AACSB: Information Technology Learning Objective: 9.2 Describe normalization and the rules for second and third normal form Classification: Concept 31) De-normalization is a process for converting complex data structures into simple, stable data structures.

Answer: FALSE Page Ref: 259 Diff: Moderate AACSB: Information Technology Learning Objective: 9.2 Describe normalization and the rules for second and third normal form Classification: Concept 32) A relation is in first normal form if every nonprimary key attribute is functionally dependent on the whole primary key.

Answer: FALSE Page Ref: 259 Diff: Moderate AACSB: Information Technology Learning Objective: 9.2 Describe normalization and the rules for second and third normal form Classification: Concept

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33) A relation is in third normal form if it is in second normal form and there are no functional dependencies between two (or more) non-primary key attributes.

Answer: TRUE Page Ref: 260 Diff: Moderate AACSB: Information Technology Learning Objective: 9.2 Describe normalization and the rules for second and third normal form Classification: Concept 34) Referential integrity is one of the most important principles of the relational model.

Answer: TRUE Page Ref: 262 Diff: Moderate AACSB: Information Technology Learning Objective: 9.2 Describe normalization and the rules for second and third normal form Classification: Concept 35) Define normalization and list the rules for second and third form.

Answer: Normalization is the process for converting complex data structures into simple, stable data structures. Relations are in second normal form if every nonprimary key attribute is functionally dependent on the whole primary key. Relations are in third normal form if nonprimary key attributes do not depend on each other.

Page Ref: 259 Diff: Moderate AACSB: Information Technology Learning Objective: 9.2 Describe normalization and the rules for second and third normal form Classification: Synthesis 36) A ________ is an attribute that appears as a non-primary key attribute in one relation and as a primary key attribute (or part of a primary key) in another relation.

A) Referential integrity B) Primary key C) Foreign key D) Unique key Answer: C Page Ref: 261 Diff: Moderate AACSB: Information Technology Learning Objective: 9.3 Transform an entity-relationship (E-R) diagram into an equivalent set of well-structured (normalized) relations Classification: Concept

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37) A(n) ________ must satisfy referential integrity, which specifies that the value of an attribute in one relation depends on the value of the same attribute in another relation.

A) Foreign key B) Primary key C) Unique key D) Index Answer: A Page Ref: 261 Diff: Easy AACSB: Information Technology Learning Objective: 9.3 Transform an entity-relationship (E-R) diagram into an equivalent set of well-structured (normalized) relations Classification: Concept 38) The key should be ________; that is, no attribute in the key can be deleted without destroying its unique identification.

A) De-normalized B) Normalized C) Redundant D) Nonredundant Answer: D Page Ref: 262 Diff: Easy AACSB: Information Technology Learning Objective: 9.3 Transform an entity-relationship (E-R) diagram into an equivalent set of well-structured (normalized) relations Classification: Concept 39) When transforming E-R diagrams into relations, each entity type in the E-R diagram becomes a relation.

Answer: TRUE Page Ref: 262 Diff: Moderate AACSB: Information Technology Learning Objective: 9.3 Transform an entity-relationship (E-R) diagram into an equivalent set of well-structured (normalized) relations Classification: Concept 40) When transforming E-R diagrams into relations, each relationship in an E-R diagram must be represented in the relational database design.

Answer: TRUE Page Ref: 262 Diff: Moderate AACSB: Information Technology Learning Objective: 9.3 Transform an entity-relationship (E-R) diagram into an equivalent set of well-structured (normalized) relations Classification: Concept 199 Copyright © 2025 Pearson Education, Inc.

41) A recursive foreign key is a foreign key in a relation that references the primary key values of a different relation.

Answer: FALSE Page Ref: 265 Diff: Moderate AACSB: Information Technology Learning Objective: 9.3 Transform an entity-relationship (E-R) diagram into an equivalent set of well-structured (normalized) relations Classification: Concept 42) Which relation is created with the primary key associated with the relationship or associative entity, plus any nonkey attributes of the relationship or associative entity and the primary keys of the related entities (as foreign key attributes)?

A) Associative entity B) Associative entity with its own key C) Associative entity with additional key D) Binary 1:N relationship Answer: B Page Ref: 266 Diff: Easy AACSB: Information Technology Learning Objective: 9.4 Merge normalized relations from separate user views into a consolidated set of well-structured relations Classification: Concept 43) Which relation is created with a composite primary key using the primary keys of the related entities and additional primary key attributes associated with the relationship or associative entity, plus any non-key attributes of the relationship or associative entity?

A) Binary 1:N relationship B) Associative entity C) Associative entity with its own key D) Associative entity with additional key Answer: D Page Ref: 266 Diff: Moderate AACSB: Information Technology Learning Objective: 9.4 Merge normalized relations from separate user views into a consolidated set of well-structured relations Classification: Concept

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44) Which relation is created with a composite primary key using the primary keys of the related entities, plus any nonkey attributes associative entity of the relationship or associative entity?

A) Associative entity B) Associative entity with its own key C) Associative entity with additional key D) Weak entity Answer: A Page Ref: 266 Diff: Easy AACSB: Information Technology Learning Objective: 9.4 Merge normalized relations from separate user views into a consolidated set of well-structured relations Classification: Concept 45) In some situations, two or more attributes may have different names but the same meaning, as when they describe the same characteristic of an entity. Such attributes are called ________.

A) Homonyms B) Antonyms C) Synonyms D) Duplicates Answer: C Page Ref: 267 Diff: Moderate AACSB: Information Technology Learning Objective: 9.4 Merge normalized relations from separate user views into a consolidated set of well-structured relations Classification: Concept 46) In some situations, a single attribute name, called a(n) ________, may have more than one meaning or describe more than one characteristic.

A) Homonym B) Antonym C) Synonym D) Duplicate Answer: A Page Ref: 267 Diff: Easy AACSB: Information Technology Learning Objective: 9.4 Merge normalized relations from separate user views into a consolidated set of well-structured relations Classification: Concept

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47) When merging relations that contain synonyms, you should never choose a third name to replace the synonyms.

Answer: FALSE Page Ref: 267 Diff: Moderate AACSB: Information Technology Learning Objective: 9.4 Merge normalized relations from separate user views into a consolidated set of well-structured relations Classification: Concept 48) Summarize the four steps involved in transforming an E-R diagram into normalized relations and then merging them into one consolidated set of relations.

Answer: 1. Represent entities. Each entity type in the E-R diagram becomes a relation. The identifier of the entity type becomes the primary key of the relation, and other attributes of the entity type become nonprimary key attributes of the relation. 2. Represent relationships. Each relationship in an E-R diagram must be represented in the relational database design. How we represent a relationship depends on its nature. 3. Normalize the relations. The relations created in steps 1 and 2 may have unnecessary redundancy. So we need to normalize these relations to make them well structured. 4. Merge the relations. So far in database design we have created various relations from both a bottom-up normalization of user views and from transforming one or more E-R diagrams into sets of relations. Across these different sets of relations, there may be redundant relations (two or more relations that describe the same entity type) that must be merged and renormalized to remove the redundancy.

Page Ref: 262 Diff: Easy AACSB: Information Technology Learning Objective: 9.4 Merge normalized relations from separate user views into a consolidated set of well-structured relations Classification: Synthesis 49) When integrating relations what is the difference between a synonym attribute and a homonym attribute? Provide an example of each.

Answer: In a synonym attribute, two or more attributes may have different names but the same meaning. In other situations, a single attribute name called a homonym may have more than one meaning to describe more than one characteristic. Examples may vary. An example of synonym is Emp_ID and Employee_Number. An example of a homonym is the term account. An account at a bank could mean savings account, checking account, or any other type of account.

Page Ref: 267 Diff: Easy AACSB: Information Technology Learning Objective: 9.4 Merge normalized relations from separate user views into a consolidated set of well-structured relations Classification: Synthesis

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50) One purpose of database design is to structure the data in stable structures, called normalized tables, that are not likely to change over time and that have minimal ________.

A) Data B) Space C) Redundancy D) Columns Answer: C Page Ref: 251 Diff: Easy AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept 51) A(n) ________ is the smallest unit of application data recognized by system software, such as a programming language or database management system.

A) Table B) Field C) Row D) Index Answer: B Page Ref: 271 Diff: Easy AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept

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52) Normalized relations are, of course, the result of ________ database design.

A) Physical B) Logical C) Conceptual D) Conventional Answer: B Page Ref: 271 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept 53) A ________ value is the value a field will assume unless an explicit value is entered for the field.

A) Range control B) Default C) Referential integrity D) Null Answer: B Page Ref: 273 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept

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54) A ________ value may have a limited set of permissible values.

A) Range control B) Default C) Referential integrity D) Null Answer: A Page Ref: 273 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept 55) A ________ value is a special field value, distinct from zero, blank, or any other value, that indicates that the value for the field is missing or otherwise unknown.

A) Key B) True C) Null D) Default Answer: C Page Ref: 274 Diff: Easy AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept

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56) A ________ value is a special field value, distinct from a zero, blank, or any other value, that indicates that the value for the field is missing or otherwise unknown.

A) Range control B) Default C) Referential integrity D) Null Answer: D Page Ref: 274 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept 57) The capability to split a table into separate sections, often called ________, is possible with most relational database products.

A) Partitioning B) Splitting C) Combining D) Normalizing Answer: A Page Ref: 276 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept

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58) A(n) ________ is a field of data that can be used to locate a related field or row of data.

A) Index B) Pointer C) Secondary key D) Attribute Answer: B Page Ref: 278 Diff: Easy AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept 59) ________ are used in file organizations when it is not possible to store related data next to each other.

A) Pointers B) Physical tables C) Relations D) Physical files Answer: A Page Ref: 278 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept

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60) A(n) ________ is a file organization in which rows are stored either sequentially or non-sequentially, and an index is created that allows software to locate individual rows.

A) Indexed file organization B) Sequential file organization C) Hashed file organization D) Physical file Answer: A Page Ref: 278 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept 61) In a hashed file organization, the location of each ________ is determined using an algorithm.

A) Constraint B) Key C) Column D) Row Answer: D Page Ref: 280 Diff: Easy AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept

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62) A ________ is a named set of rows and columns that specifies the fields in each row of the table.

A) Range control B) Physical table C) Relation D) Null value Answer: B Page Ref: 274 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept 63) A ________ is a named set of table rows stored in a contiguous section of secondary memory.

A) Range control B) Physical table C) Relation D) Physical file Answer: D Page Ref: 276 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept

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64) All of the following are guidelines for choosing indexes for relational databases except ________.

A) Specify a unique index for the primary key of each file B) Specify an index for foreign keys C) Specify an index for nonkey fields D) Specify multiple keys for each table Answer: D Page Ref: 280 Diff: Easy AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept 65) A common example of referential integrity is cross-referencing between relations.

Answer: TRUE Page Ref: 273 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept 66) A functional dependency between attributes does not imply a calculated field.

Answer: TRUE Page Ref: 273 Diff: Difficult AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept

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67) A calculated field is a field that can be derived from other database fields and is also known as a computed field or a derived field.

Answer: TRUE Page Ref: 273 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept 68) In a range control, only alphabetic data may have a limited set of permissible values.

Answer: FALSE Page Ref: 273 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept 69) A null value is a special field value, similar to a zero, blank, or any other value, that indicates that the value for the field is missing or otherwise unknown.

Answer: FALSE Page Ref: 274 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept

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70) Denormalization can increase the chance of errors and inconsistencies that normalization avoided.

Answer: TRUE Page Ref: 276 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept 71) Physical table design and normalization have the same goals.

Answer: FALSE Page Ref: 281 Diff: Easy AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Concept 72) What information is required to design the physical files and databases related to the project?

Answer: This information includes the following: • Normalized relations, including volume estimates • Definitions of each attribute • Descriptions of where and when data are used: entered, retrieved, deleted, and updated (including frequencies) • Expectations or requirements for response time and data integrity • Descriptions of the technologies used for implementing the files and database so that the range of required decisions and choices for each is known.

Normalized relations are the result of logical database design. We take a bottom-up approach to reviewing physical file and database design.

Page Ref: 271 Diff: Easy AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Synthesis

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73) What is data type? Why is it important to a designer?

Answer: A data type is a coding scheme recognized by system software for representing organizational data. The space to store data and the speed required to access data are of consequence in the physical file and database design. The specific file or database management software you use with your system will dictate which choices are available to you. You want to choose a data type for a field that minimizes space, represents every possible legitimate value for the associated attribute, and allows the data to be manipulated as needed. The data type must be suitable for the life of the application; otherwise, maintenance will be required. Choose data types for future needs by anticipating growth. Also, be careful that date arithmetic can be done so that dates can be subtracted or time periods can be added to or subtracted from a date.

Page Ref: 272 Diff: Difficult AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Synthesis 74) List and describe the popular data integrity control methods. You may use examples to explain the control method.

Answer: There are four popular data integrity control methods: default value, range control, referential integrity, and null value control. A default value is the value a field will assume unless an explicit value is entered for the field. Range control is when both numeric and alphabetic data may have a limited set of permissible values. The most common example of referential integrity is cross-referencing between relations. (The definition of referential integrity is given in a different chapter so the student may use an example). A null value is a special field value, distinct from a zero, blank, or any other value, that indicates that the value for the field is missing or otherwise unknown.

Page Ref: 273 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Synthesis

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75) What is null value? Why is it useful in a database?

Answer: A null value is a special field value, distinct from a zero, blank, or any other value, that indicates that the value for the field is missing or otherwise unknown. Using a special null value when a field is missing its value, you can also estimate the value, produce a report indicating rows of tables with critical missing values, or determine whether the missing value matters when computing needed information.

Page Ref: 274 Diff: Moderate AACSB: Information Technology Learning Objective: 9.5 Describe physical database design concepts including choosing storage formats for fields in database tables, translating well-structured relations into efficient database tables, explaining when to use different types of file organizations to store computer files, and describing the purpose of indexes and the important considerations in selecting attributes to be indexed Classification: Synthesis Modern Systems Analysis and Design, 10e (Valacich) Chapter 10 Designing Forms and Reports 1) A ________ is a business document that contains some predefined data and may include some areas where additional data are to be filled in.

A) Report B) Form C) Flow-chart D) Word document Answer: B Page Ref: 293 Diff: Easy AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept 2) A ________ is a business document that contains only predefined data; it is a passive document used solely for reading or viewing.

A) Report B) Form C) Flowchart D) Word document Answer: A Page Ref: 293 Diff: Easy AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept 3) A report typically contains data from many unrelated ________ or transactions.

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A) Documents B) Form C) Attributes D) Records Answer: D Page Ref: 293 Diff: Easy AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept

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4) The ________ report provides details behind the summary values on a key-indicator or exception report.

A) Exception B) Scheduled C) Drill-down D) Key-indicator Answer: C Page Ref: 294 Diff: Moderate AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept 5) The ________ report highlights data that are out of the normal operating range.

A) Exception B) Scheduled C) Drill-down D) Key-indicator Answer: A Page Ref: 294 Diff: Moderate AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept 6) The ________ report provides a summary of critical information on a recurring basis.

A) Exception B) Scheduled C) Drill-down D) Key-indicator Answer: D Page Ref: 294 Diff: Easy AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept

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7) The ________ report is produced at predefined intervals–daily, weekly, or monthly–to support the routine informational needs of an organization.

A) Exception B) Scheduled C) Drill-down D) Key-indicator Answer: B Page Ref: 294 Diff: Moderate AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept 8) The ________ report has unplanned information requests in which information is gathered to support a non-routine decision.

A) Key-indicator B) Exception C) Scheduled D) Ad-hoc Answer: D Page Ref: 294 Diff: Moderate AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept 9) A paper prototype is a series of mock ________ that can be used to test content, look, and feel, as well as the task flow and other usability factors.

A) Papers B) Screens C) Reports D) Forms Answer: B Page Ref: 295 Diff: Moderate AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept

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10) Increasingly, developers are using tools that can quickly create screen mockups, referred to as ________, to show the placement of information elements on a screen and the space needed for each element.

A) Prototypes B) Wireframes C) Forms D) Reports Answer: B Page Ref: 295 Diff: Easy AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept 11) Often, initial prototypes are simply a series of ________ screens that are not working modules or systems.

A) Integration B) Code C) Mock D) Task Answer: C Page Ref: 295 Diff: Moderate AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept 12) A ________ can be used to quickly develop a series of screens so that users can get a sense of the look and feel of a design.

A) Wireframe B) Coding sheet C) Form-report D) Human—computer Answer: A Page Ref: 295 Diff: Moderate AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept

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13) Which of the following is NOT used as a design specification section when designing forms and reports?

A) Narrative overview B) Statement of scope C) Sample design D) Testing and usability assessment Answer: B Page Ref: 296 Diff: Difficult AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept 14) Daniel was surprised his store ran out of marshmallows so quickly. This typically does not happen during the spring, so he runs a(n) ________ to gather unplanned information to support if he should stock up on marshmallows.

A) Process B) Ad-hoc report C) Key-indicator report D) User centered report Answer: B Page Ref: 294 Diff: Easy AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept 15) A report is a business document that contains some predefined data and may include some areas where additional data are to be filled in.

Answer: FALSE Page Ref: 293 Diff: Easy AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept

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16) A form is a business document that contains only predefined data; it is a passive document used solely for reading or viewing.

Answer: FALSE Page Ref: 293 Diff: Moderate AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept 17) A report typically contains data from many unrelated records or transactions.

Answer: TRUE Page Ref: 293 Diff: Moderate AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept 18) Ad-hoc reports provide details behind the summary values on a key-indicator or exception report.

Answer: FALSE Page Ref: 294 Diff: Moderate AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept 19) A key-indicator report provides a summary of critical information on a recurring basis.

Answer: TRUE Page Ref: 294 Diff: Moderate AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept 20) User eXperience design refers to a design approach that involves an understanding of the target audience, their tasks and goals, information needs, experience levels, and so on.

Answer: TRUE Page Ref: 294 Diff: Moderate AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Concept 220 Copyright © 2025 Pearson Education, Inc.

21) Define form and report. What is the difference between the two?

Answer: A form is a business document that contains some predefined data and often includes some areas where additional data are to be filled in. Most forms have a stylized format and are usually not in a simple row and column format. A report is a business document that contains only predefined data; it is a passive document used solely for reading or viewing. Forms allow for input of data, whereas reports are used for reading. There are also different type of reports.

Page Ref: 293 Diff: Easy AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Synthesis 22) Define at least three types of business reports.

Answer: Scheduled Reports: Reports produced at predefined intervals–daily, weekly, or monthly–to support the routine informational needs of an organization.

Key-Indicator Reports: Reports that provide a summary of critical information on a recurring basis.

Exception Reports: Reports that highlight data that are out of the normal operating range.

Drill-Down Reports: Reports that provide details behind the summary values on a key-indicator or exception report.

Ad-hoc Reports: Unplanned information requests in which information is gathered to support a nonroutine decision.

Page Ref: 294 Diff: Easy AACSB: Information Technology Learning Objective: 10.1 Explain the process of designing forms and reports and the deliverables for their creation Classification: Synthesis 23) One of the greatest challenges for designing mobile applications that run on smartphones and tablets is the ________ interface.

A) Meaningful titles B) General formatting C) Form-report D) Human—computer Answer: D Page Ref: 299 Diff: Moderate AACSB: Information Technology Learning Objective: 10.2 Apply the general guidelines for formatting forms and reports Classification: Concept

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24) "Valid date, which identifies on what date (or time) the data in the form or report was accurate," is related to ________ for the design of forms and reports.

A) Meaningful titles B) Meaningful information C) A balanced layout D) An easy navigation system Answer: A Page Ref: 299 Diff: Moderate AACSB: Information Technology Learning Objective: 10.2 Apply the general guidelines for formatting forms and reports Classification: Concept 25) "All data and entry fields should be clearly labeled" is related to ________ for the design of forms and reports.

A) Meaningful titles B) Meaningful information C) A balanced layout D) An easy navigation system Answer: C Page Ref: 299 Diff: Moderate AACSB: Information Technology Learning Objective: 10.2 Apply the general guidelines for formatting forms and reports Classification: Concept 26) "Revision date or code to distinguish a form or report from prior versions" is related to ________ for the design of forms and reports.

A) Meaningful titles B) Meaningful information C) A balanced layout D) An easy navigation system Answer: A Page Ref: 299 Diff: Moderate AACSB: Information Technology Learning Objective: 10.2 Apply the general guidelines for formatting forms and reports Classification: Concept

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27) When designing forms and reports, "adequate spacing and margins should be used” refers to which guideline?

A) Meaningful information B) Balance the layout C) Meaningful titles D) Easy navigation Answer: B Page Ref: 299 Diff: Moderate AACSB: Information Technology Learning Objective: 10.2 Apply the general guidelines for formatting forms and reports Classification: Concept 28) Which of the following is a general guideline about highlighting in a report?

A) Highlight should be used conservatively.

B) Highlighting should use bright colors.

C) There should be some type of highlighting on every page.

D) Highlighting should not be used in a report.

Answer: A Page Ref: 302 Diff: Easy AACSB: Information Technology Learning Objective: 10.2 Apply the general guidelines for formatting forms and reports Classification: Concept 29) Highlighted information can be used to provide ________ to users regarding possible problems such as unusual data values.

A) Cases B) Warnings C) Justifications D) Summaries Answer: B Page Ref: 301 Diff: Moderate AACSB: Information Technology Learning Objective: 10.2 Apply the general guidelines for formatting forms and reports Classification: Concept 30) Offsetting the position of nonstandard information is one of the methods of highlighting information.

Answer: TRUE Page Ref: 301 Diff: Moderate AACSB: Information Technology Learning Objective: 10.2 Apply the general guidelines for formatting forms and reports Classification: Concept 223 Copyright © 2025 Pearson Education, Inc.

31) Size differences and reverse video are common methods of highlighting information.

Answer: TRUE Page Ref: 301 Diff: Moderate AACSB: Information Technology Learning Objective: 10.2 Apply the general guidelines for formatting forms and reports Classification: Concept 32) Highlighting can be a valuable technique for providing warnings to users regarding possible problems such as unusual data values or an unavailable device.

Answer: TRUE Page Ref: 301 Diff: Moderate AACSB: Information Technology Learning Objective: 10.2 Apply the general guidelines for formatting forms and reports Classification: Concept 33) Explain several general guidelines for forms and reports design.

Answer: The guidelines can be grouped into four categories: meaningful titles, meaningful information, balanced layout, and easy navigation. Clear and specific titles describe the content and use of the document. By providing a revision date or code, the document is distinguished from earlier versions. A valid date identifies on what date (or time) the data in the form or report was accurate. Only needed information should be displayed; information should be provided in a usable manner without requiring modification. Information should be balanced on the screen or page. Adequate spacing and margins should be used. Data and entry fields should be clearly labeled. Easy navigation is provided by clearly showing how to move forward and backward, clearly showing the user where he or she is, and by notifying the user when he or she is on the last page of a multipaged sequence.

Page Ref: 299 Diff: Easy AACSB: Information Technology Learning Objective: 10.2 Apply the general guidelines for formatting forms and reports Classification: Synthesis

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34) What are some ways to highlight information? What are the general guidelines when considering highlighting?

Answer: Methods of highlighting include: Blinking and audible tones, Color differences, Intensity differences, Size differences, Font differences, Reverse video, Boxing, Underlining, All capital letters, Offsetting the position of nonstandard information. Highlighting should be used to enhance user experience not be a distraction. In general, highlighting should be used sparingly to draw the user to or away from certain information and to group together certain information. There are several situations when highlighting can be a valuable technique for conveying special information: • Notifying users of errors in data entry or processing; • Providing warnings to users regarding possible problems such as unusual data values or an unavailable device • Drawing attention to keywords, commands, high-priority messages, and data that have changed or gone outside normal operating ranges.

A general guideline resulting from this research is that highlighting should be used conservatively.

Once a response is made, these highlights should be turned off. Additionally, highlighting methods should be consistently used and selected based upon the level of importance of the emphasized information.

Page Ref: 301 Diff: Difficult AACSB: Information Technology Learning Objective: 10.2 Apply the general guidelines for formatting forms and reports Classification: Synthesis 35) Facilitating subtle discriminations in complex displays is a benefit of using color.

Answer: TRUE Page Ref: 303 Diff: Moderate AACSB: Information Technology Learning Objective: 10.3 Use color and know when color improves the usability of information Classification: Concept 36) A benefit of using color is the resolution will not degrade with different displays.

Answer: FALSE Page Ref: 303 Diff: Moderate AACSB: Information Technology Learning Objective: 10.3 Use color and know when color improves the usability of information Classification: Concept 37) A benefit of using color is color accents an uninteresting display.

Answer: TRUE Page Ref: 303 Diff: Moderate AACSB: Information Technology Learning Objective: 10.3 Use color and know when color improves the usability of information Classification: Concept 225 Copyright © 2025 Pearson Education, Inc.

38) A benefit of using color is printing or conversion to other media easily translates.

Answer: FALSE Page Ref: 303 Diff: Moderate AACSB: Information Technology Learning Objective: 10.3 Use color and know when color improves the usability of information Classification: Concept 39) "Color pairings may wash out or cause problems for some users" is a problem of using color.

Answer: TRUE Page Ref: 303 Diff: Moderate AACSB: Information Technology Learning Objective: 10.3 Use color and know when color improves the usability of information Classification: Concept 40) Describe four issues from using color.

Answer: Four problems were identified in the textbook, including color pairings may wash out or cause problems for some users, resolution may degrade with different displays, color fidelity may degrade on different displays, and printing or conversion to other media may not easily translate.

Page Ref: 303 Diff: Moderate AACSB: Information Technology Learning Objective: 10.3 Use color and know when color improves the usability of information Classification: Synthesis 41) Displaying text in mixed uppercase and lowercase and using conventional punctuation is related to which of the guidelines for displaying text?

A) Spacing B) Justification C) Hyphenation D) Case Answer: D Page Ref: 304 Diff: Moderate AACSB: Information Technology Learning Objective: 10.4 Format text, tables, and lists effectively Classification: Concept

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42) Using acronyms only when they are widely understood by users and are significantly shorter than the full text is related to which of the guidelines for displaying text?

A) Case B) Abbreviations C) Justification D) Spacing Answer: B Page Ref: 304 Diff: Moderate AACSB: Information Technology Learning Objective: 10.4 Format text, tables, and lists effectively Classification: Concept 43) Left-justifying text and leaving a ragged-right margin is related to which of the guidelines for displaying text?

A) Hyphenation B) Spacing C) Justification D) Abbreviations Answer: C Page Ref: 304 Diff: Easy AACSB: Information Technology Learning Objective: 10.4 Format text, tables, and lists effectively Classification: Concept 44) In business-related systems, ________ is becoming increasingly important as text-based applications such as electronic mail, bulletin boards, and information services are more widely used.

A) Textual output B) A form C) A report D) A chart Answer: A Page Ref: 303 Diff: Moderate AACSB: Information Technology Learning Objective: 10.4 Format text, tables, and lists effectively Classification: Concept

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45) "Break long sequences of alphanumeric data into small groups of three to four characters each" is related to which guideline for displaying tables and lists?

A) Meaningful titles B) Formatting columns, rows, and text C) Use meaningful labels D) Formatting numeric, textual, and alphanumeric data Answer: D Page Ref: 305 Diff: Moderate AACSB: Information Technology Learning Objective: 10.4 Format text, tables, and lists effectively Classification: Concept 46) "Use same family of typefaces within and across displays and reports" is related to which guideline for displaying tables and lists?

A) Meaningful titles B) Formatting columns, rows, and text C) Use meaningful labels D) Formatting numeric, textual, and alphanumeric data Answer: B Page Ref: 305 Diff: Easy AACSB: Information Technology Learning Objective: 10.4 Format text, tables, and lists effectively Classification: Concept 47) "Redisplay labels when the data extend beyond a single screen or page" is related to which guideline for displaying tables and lists?

A) Meaningful titles B) Formatting columns, rows, and text C) Use meaningful labels D) Formatting numeric, textual, and alphanumeric data Answer: C Page Ref: 305 Diff: Moderate AACSB: Information Technology Learning Objective: 10.4 Format text, tables, and lists effectively Classification: Concept

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48) "Left-justify textual data, use short line length, usually 30-40 characters per line" is related to which guideline for displaying tables and lists?

A) Formatting numeric, textual, and alphanumeric data B) Use meaningful labels C) Formatting columns, rows, and text D) Meaningful titles Answer: A Page Ref: 305 Diff: Moderate AACSB: Information Technology Learning Objective: 10.4 Format text, tables, and lists effectively Classification: Concept 49) "Use a single typeface, except for emphasis" is related to which guideline for displaying tables and lists?

A) Use meaningful labels B) Formatting numeric, textual, and alphanumeric data C) Formatting columns, rows, and text D) Meaningful titles Answer: C Page Ref: 305 Diff: Easy AACSB: Information Technology Learning Objective: 10.4 Format text, tables, and lists effectively Classification: Concept 50) "Right-justify numeric data and align columns by decimal points or other delimiter" is related to which guideline for displaying tables and lists?

A) Use meaningful labels B) Formatting numeric, textual, and alphanumeric data C) Formatting columns, rows, and text D) Meaningful titles Answer: B Page Ref: 305 Diff: Easy AACSB: Information Technology Learning Objective: 10.4 Format text, tables, and lists effectively Classification: Concept

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51) "Similar information displayed in multiple columns should be sorted vertically" is related to which guideline for displaying tables and lists?

A) Formatting columns, rows, and text B) Formatting numeric, textual, and alphanumeric data C) Use meaningful labels D) Meaningful titles Answer: A Page Ref: 305 Diff: Easy AACSB: Information Technology Learning Objective: 10.4 Format text, tables, and lists effectively Classification: Concept 52) When designing tables and lists, place a blank line between every ________ rows in long columns.

A) Three B) Four C) Five D) Six Answer: C Page Ref: 305 Diff: Moderate AACSB: Information Technology Learning Objective: 10.4 Format text, tables, and lists effectively Classification: Concept 53) According to guidelines for selecting tables versus graphs, we should use tables for ________.

A) Reading individual data values B) Providing a quick summary of data C) Detecting trends over time D) Forecasting activities Answer: A Page Ref: 308 Diff: Moderate AACSB: Information Technology Learning Objective: 10.4 Format text, tables, and lists effectively Classification: Concept

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54) List at least three guidelines for displaying text.

Answer: The guidelines presented in the textbook include: (1) text should be displayed in mixed upper and lower case and use conventional punctuation; (2) when possible, double spacing should be used; (3) text should be left-justified; (4) words should not be hyphenated between lines; and (5) abbreviations and acronyms should be used only when they are widely understood by users and are significantly shorter than the full text.

Page Ref: 304 Diff: Moderate AACSB: Information Technology Learning Objective: 10.4 Format text, tables, and lists effectively Classification: Synthesis 55) ________ is an overall evaluation of how a system performs in supporting a particular user for a particular task.

A) Speed B) Accuracy C) Usability D) Satisfaction Answer: C Page Ref: 310 Diff: Moderate AACSB: Information Technology Learning Objective: 10.5 Explain how to assess usability and describe how variations in users, tasks, technology, and environmental characteristics influence the usability of forms and reports Classification: Concept 56) Which usability factor specifies that outputs should be self-explanatory and not require users to remember information from prior outputs in order to complete a task?

A) Consistency B) Clarity C) Format D) Flexibility Answer: B Page Ref: 310 Diff: Moderate AACSB: Information Technology Learning Objective: 10.5 Explain how to assess usability and describe how variations in users, tasks, technology, and environmental characteristics influence the usability of forms and reports Classification: Concept

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57) Which usability factor specifies that information should be viewed and retrieved in a manner most convenient to the user?

A) Clarity B) Organization C) Format D) Flexibility Answer: D Page Ref: 310 Diff: Moderate AACSB: Information Technology Learning Objective: 10.5 Explain how to assess usability and describe how variations in users, tasks, technology, and environmental characteristics influence the usability of forms and reports Classification: Concept 58) ________ is a usability dimension concerned with how quickly users can perform tasks once they know how to perform them.

A) Learnability B) Efficiency C) Error-rate D) Memorability Answer: B Page Ref: 311 Diff: Moderate AACSB: Information Technology Learning Objective: 10.5 Explain how to assess usability and describe how variations in users, tasks, technology, and environmental characteristics influence the usability of forms and reports Classification: Concept 59) ________ is a usability dimension concerned with how many errors a user might encounter and how easy it is to recover from those errors.

A) Memorability B) Satisfaction and aesthetics C) Efficiency D) Error rate Answer: D Page Ref: 311 Diff: Moderate AACSB: Information Technology Learning Objective: 10.5 Explain how to assess usability and describe how variations in users, tasks, technology, and environmental characteristics influence the usability of forms and reports Classification: Concept

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60) ________ is a usability dimension concerned with how difficult it is for the user to perform a task for the first time.

A) Learnability B) Memorability C) Satisfaction and aesthetics D) Efficiency Answer: A Page Ref: 311 Diff: Easy AACSB: Information Technology Learning Objective: 10.5 Explain how to assess usability and describe how variations in users, tasks, technology, and environmental characteristics influence the usability of forms and reports Classification: Concept 61) ________ is a usability dimension concerned with how easy it is to remember how to accomplish a task when revisiting the system after a period of time.

A) Satisfaction and aesthetics B) Efficiency C) Memorability D) Error-rate Answer: C Page Ref: 311 Diff: Easy AACSB: Information Technology Learning Objective: 10.5 Explain how to assess usability and describe how variations in users, tasks, technology, and environmental characteristics influence the usability of forms and reports Classification: Concept 62) ________ is a usability dimension concerned with how enjoyable a system's visual appeal is and how enjoyable the system is to use.

A) Efficiency B) Satisfaction and aesthetics C) Error-rate D) Memorability Answer: B Page Ref: 311 Diff: Moderate AACSB: Information Technology Learning Objective: 10.5 Explain how to assess usability and describe how variations in users, tasks, technology, and environmental characteristics influence the usability of forms and reports Classification: Concept

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63) In assessing usability, you can collect information by observation, interviews, keystroke capturing, and questionnaires.

Answer: TRUE Page Ref: 311 Diff: Moderate AACSB: Information Technology Learning Objective: 10.5 Explain how to assess usability and describe how variations in users, tasks, technology, and environmental characteristics influence the usability of forms and reports Classification: Concept 64) What is usability? Identify three characteristics for assessing usability.

Answer: Usability is an overall evaluation of how a system performs in supporting a particular user for a particular task. Speed, accuracy, and satisfaction are the three characteristics.

Page Ref: 310 Diff: Moderate AACSB: Information Technology Learning Objective: 10.5 Explain how to assess usability and describe how variations in users, tasks, technology, and environmental characteristics influence the usability of forms and reports Classification: Synthesis 65) In terms of user friendliness and usability, what are several methods for assessing usability?

Answer: • Learnability—How difficult is it for a user to perform a task for the first time?

• Efficiency—How quickly can users perform tasks once they know how to perform them?

• Error rate—How many errors might a user encounter, and how easy it is to recover from those errors?

• Memorability—How easy is it to remember how to accomplish a task when revisiting the system after some period of time?

• Satisfaction and aesthetics—How enjoyable is the system's visual appeal and how enjoyable is it to use?

Page Ref: 311 Diff: Moderate AACSB: Information Technology Learning Objective: 10.5 Explain how to assess usability and describe how variations in users, tasks, technology, and environmental characteristics influence the usability of forms and reports Classification: Synthesis

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66) Select the common error that is associated with the following recommendation: Avoid using large images, lots of images, unnecessary animations, or other time-consuming content.

A) Outdated information B) Slow download times C) Fixed-formatted text D) Displaying long lists as long pages Answer: B Page Ref: 312 Diff: Moderate AACSB: Information Technology Learning Objective: 10.6 Discuss guidelines for the design of forms and reports for Internet-based electronic commerce systems Classification: Concept 67) Select the common error that is associated with the following recommendation: Avoid requiring users to scroll down a page to view information, especially navigational controls.

A) Outdated information B) Slow download times C) Fixed-formatted text D) Displaying long lists as long pages Answer: D Page Ref: 312 Diff: Moderate AACSB: Information Technology Learning Objective: 10.6 Discuss guidelines for the design of forms and reports for Internet-based electronic commerce systems Classification: Concept 68) Select the common error that is associated with the following recommendation: Avoid content that requires users to scroll horizontally to view information or links.

A) Outdated information B) Slow download times C) Fixed-formatted text D) Displaying long lists as long pages Answer: C Page Ref: 312 Diff: Moderate AACSB: Information Technology Learning Objective: 10.6 Discuss guidelines for the design of forms and reports for Internet-based electronic commerce systems Classification: Concept

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69) Site forms that request information should be clearly labeled and provide adequate room for input.

Answer: TRUE Page Ref: 313 Diff: Moderate AACSB: Information Technology Learning Objective: 10.6 Discuss guidelines for the design of forms and reports for Internet-based electronic commerce systems Classification: Concept 70) If a specific field requires a specific input format such as a date of birth or phone number, an example for the user is not necessary so that data errors can be reduced.

Answer: FALSE Page Ref: 313 Diff: Moderate AACSB: Information Technology Learning Objective: 10.6 Discuss guidelines for the design of forms and reports for Internet-based electronic commerce systems Classification: Concept 71) It is not necessary for a site to clearly designate which fields are optional, which are required, and which have a range of values.

Answer: FALSE Page Ref: 313 Diff: Moderate AACSB: Information Technology Learning Objective: 10.6 Discuss guidelines for the design of forms and reports for Internet-based electronic commerce systems Classification: Concept 72) Sites should provide a disclaimer if their goal is to reassure customers that their data will be used only for processing orders, that it will never be sold to marketers, and that it will be kept strictly confidential.

Answer: TRUE Page Ref: 313 Diff: Moderate AACSB: Information Technology Learning Objective: 10.6 Discuss guidelines for the design of forms and reports for Internet-based electronic commerce systems Classification: Concept

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73) Stylesheets are not advisable to make sure that all pages within a site have the same look and feel.

Answer: FALSE Page Ref: 313 Diff: Moderate AACSB: Information Technology Learning Objective: 10.6 Discuss guidelines for the design of forms and reports for Internet-based electronic commerce systems Classification: Concept 74) What are some guidelines to take into consideration when designing forms and reports?

Answer: User—Issues related to experience, skills, motivation, education, and personality should be considered.

Task—Tasks differ in amount of information that must be obtained from or provided to the user.

Task demands such as time pressure, cost of errors, and work duration (fatigue) will influence usability.

System—The platform on which the system is constructed will influence interaction styles and devices.

Environment—Social issues such as the users' status and role should be considered in addition to environmental concerns such as lighting, sound, task interruptions, temperature, and humidity.

The creation of usable forms and reports may necessitate changes in the users' physical work facilities.

Page Ref: 311 Diff: Moderate AACSB: Information Technology Learning Objective: 10.6 Discuss guidelines for the design of forms and reports for Internet-based electronic commerce systems Classification: Synthesis 75) What is meant by lightweight graphics and why is it a good idea to them?

Answer: A technique that can assist in making pages load quickly is the use of lightweight graphics. Lightweight graphics are small, simple images that allow a page to load as quickly as possible. Experienced web designers have found that customers are not willing to wait at each hop of navigation for a page to load, just so they have to click and wait again. The quick feedback that a website with lightweight graphics can provide will help to keep customers at the WebStore longer.

Page Ref: 313 Diff: Difficult AACSB: Information Technology Learning Objective: 10.6 Discuss guidelines for the design of forms and reports for Internet-based electronic commerce systems Classification: Synthesis Modern Systems Analysis and Design, 10e (Valacich) Chapter 11 Designing Interfaces and Dialogues 1) Which of the following is a method by which users interact with an information system?

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B) Interface C) Form D) Database Answer: B Page Ref: 320 Diff: Easy AACSB: Information Technology Learning Objective: 11.1 Explain the process of designing interfaces and dialogues and the deliverables for their creation Classification: Concept 2) For interface and dialogue designs, one additional subsection is included: a section outlining the dialogue sequence which is ________.

A) The ways a user moves from one display to another B) A narrative overview C) A sample design D) Testing and usability assessment Answer: A Page Ref: 319 Diff: Easy AACSB: Information Technology Learning Objective: 11.1 Explain the process of designing interfaces and dialogues and the deliverables for their creation Classification: Concept 3) To design usable interfaces and dialogues, you must answer the same who, what, when, where, and how questions used to guide the design of forms and reports.

Answer: TRUE Page Ref: 319 Diff: Moderate AACSB: Information Technology Learning Objective: 11.1 Explain the process of designing interfaces and dialogues and the deliverables for their creation Classification: Concept

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4) Command language interaction does not require users to remember command syntax and semantics.

Answer: FALSE Page Ref: 320 Diff: Easy AACSB: Information Technology Learning Objective: 11.1 Explain the process of designing interfaces and dialogues and the deliverables for their creation Classification: Concept 5) A single menu has obvious advantages over a command language but may provide little guidance beyond invoking the command.

Answer: TRUE Page Ref: 322 Diff: Moderate AACSB: Information Technology Learning Objective: 11.1 Explain the process of designing interfaces and dialogues and the deliverables for their creation Classification: Concept 6) Interface design focuses on how information is provided to and captured from users.

Answer: TRUE Page Ref: 318 Diff: Easy AACSB: Information Technology Learning Objective: 11.1 Explain the process of designing interfaces and dialogues and the deliverables for their creation Classification: Concept

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7) Define and identify the five most widely used interaction methods.

Answer: The five interaction methods identified in the text are command language, menu, form, object, and natural language. Command language interaction refers to a human-computer interaction method where explicit statements are entered into a system to invoke operations. While this type of interaction places a substantial burden on the user (remembering names, syntax, and operations), command languages are good for experienced users, for systems with a limited command set, and for rapid interaction with the system. Menu interaction refers to a human-computer interaction method where a list of system options is provided and a specific command is invoked by user selection of a menu option. Menus have become the most widely used interface. The design and complexity of menus differs due to the capabilities of the development environment, developer skills, and size and complexity of the system. Form interaction refers to a highly intuitive human-computer interaction method where data fields are formatted in a manner similar to paper-based forms. This method is the most commonly used method for data entry and retrieval in business-based systems. Object-based interaction is a human-computer interaction method where symbols are used to represent commands or functions.

The implementation of object-based interaction is usually through the use of icons. Natural language interaction is a human-computer interaction method where inputs to and outputs from a computer-based application are in a conventional speaking language such as English. Currently, this is not as viable an interaction method as the other methods.

Page Ref: 320 Diff: Difficult AACSB: Information Technology Learning Objective: 11.1 Explain the process of designing interfaces and dialogues and the deliverables for their creation Classification: Synthesis 8) For large and more complex systems, you can use menu ________ to provide navigation between menus.

A) Tabs B) Hierarchies C) Transcripting D) Truncating Answer: B Page Ref: 322 Diff: Moderate AACSB: Information Technology Learning Objective: 11.2 Contrast and apply several methods for interacting with a system Classification: Concept

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9) Under which design specification category for interfaces and dialogues do environmental characteristics appear?

A) Narrative Overview B) Interface/Dialogue Designs C) Testing and Usability Assessment D) Database Design Answer: A Page Ref: 320 Diff: Easy AACSB: Information Technology Learning Objective: 11.2 Contrast and apply several methods for interacting with a system Classification: Concept 10) ________ is a human-computer interaction method whereby users enter explicit statements into a system to invoke operations.

A) Menu interaction B) Form interaction C) Object-based interaction D) Command language interaction Answer: D Page Ref: 320 Diff: Moderate AACSB: Information Technology Learning Objective: 11.2 Contrast and apply several methods for interacting with a system Classification: Concept 11) ________ is a human-computer interaction method in which a list of system options is provided and a specific command is invoked by user selection of a menu option.

A) Menu interaction B) Form interaction C) Object-based interaction D) Command language interaction Answer: A Page Ref: 321 Diff: Moderate AACSB: Information Technology Learning Objective: 11.2 Contrast and apply several methods for interacting with a system Classification: Concept

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12) Which interaction places a substantial burden on the user to remember names, syntax, and operations?

A) Menu interaction B) Form interaction C) Object-based interaction D) Command language interaction Answer: D Page Ref: 320 Diff: Moderate AACSB: Information Technology Learning Objective: 11.2 Contrast and apply several methods for interacting with a system Classification: Concept 13) A ________ is simply a list of options; when an option is selected by the user, a specific command is invoked.

A) Form B) Button C) Menu D) List Answer: C Page Ref: 321 Diff: Moderate AACSB: Information Technology Learning Objective: 11.2 Contrast and apply several methods for interacting with a system Classification: Concept 14) A ________ is a menu-positioning method that places a menu near the current cursor position.

A) Pop-down menu B) Pop-up menu C) Drop-up menu D) Drop-down menu Answer: B Page Ref: 322 Diff: Moderate AACSB: Information Technology Learning Objective: 11.2 Contrast and apply several methods for interacting with a system Classification: Concept

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15) Which menu method is also known as a dialogue box?

A) Pop-down menu B) Pop-up menu C) Drop-up menu D) Drop-down menu Answer: B Page Ref: 322 Diff: Moderate AACSB: Information Technology Learning Objective: 11.2 Contrast and apply several methods for interacting with a system Classification: Concept 16) A mouse is the most accurate device for a data entry task.

Answer: FALSE Page Ref: 328 Diff: Moderate AACSB: Information Technology Learning Objective: 11.2 Contrast and apply several methods for interacting with a system Classification: Concept 17) A touch screen is the most accurate device for a text selection task.

Answer: FALSE Page Ref: 328 Diff: Moderate AACSB: Information Technology Learning Objective: 11.2 Contrast and apply several methods for interacting with a system Classification: Concept 18) To minimize data entry errors and user frustration, never require the user to enter information that is already available within the system or information that can be easily computed by the system.

Answer: TRUE Page Ref: 333 Diff: Moderate AACSB: Information Technology Learning Objective: 11.2 Contrast and apply several methods for interacting with a system Classification: Concept

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19) What are the guidelines for menu design?

Answer: The guidelines are wording, organization, length, selection, and highlighting. Following is each specification in more detail.

Wording • Each menu should have a meaningful title.

• Command verbs should clearly and specifically describe operations.

• Menu items should be displayed in mixed uppercase and lowercase letters and have a clear, unambiguous interpretation.

Organization • A consistent organizing principle should be used that relates to the tasks the intended users perform.

Length • The number of menu choices should not exceed the length of the screen.

• Submenus should be used to break up exceedingly long menus.

Selection • Selection and entry methods should be consistent and reflect the size of the application and sophistication of the users.

• How the user is to select each option and the consequences of each option should be clear.

Highlighting • Highlighting should be minimized and used only to convey selected options or unavailable options.

Page Ref: 324 Diff: Difficult AACSB: Information Technology Learning Objective: 11.2 Contrast and apply several methods for interacting with a system Classification: Synthesis 20) List and identify eight common devices for interacting with an information system.

Answer: The common devices for interacting with an information system are keyboard, mouse, joystick, trackball, touch screen, light pen, graphics tablet, and voice. Keyboards require users to push an array of small buttons that represent symbols that are then translated into words and commands. The mouse is a small plastic box that users push across a flat surface and whose movements are translated into cursor movement on a computer display. The joystick is a small vertical lever mounted on a base that steers the cursor on a computer display. A trackball is a sphere mounted on a fixed base that steers the cursor on a computer display. On a touch sensitive screen, selections are made by touching a computer display. With a light pen, selections are made by pressing a pen-like device against the screen. Using a graphics tablet involves moving a pen-like device across a flat tablet to steer the cursor on a computer display. The voice device captures spoken words.

Page Ref: 328 Diff: Difficult AACSB: Information Technology Learning Objective: 11.2 Contrast and apply several methods for interacting with a system Classification: Synthesis

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21) "Command verbs should clearly and specifically describe operations" falls under which category for menu design guidelines?

A) Organization B) Selection C) Wording D) Highlighting Answer: C Page Ref: 324 Diff: Easy AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept 22) "A consistent organizing principle should be used that relates to the tasks the intended users perform" falls under which category for menu design guidelines?

A) Organization B) Selection C) Wording D) Length Answer: A Page Ref: 324 Diff: Easy AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept 23) "Related options should be grouped together, and the same option should have the same wording and codes each time it appears" falls under which category for menu design guidelines?

A) Organization B) Selection C) Wording D) Length Answer: A Page Ref: 324 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept

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24) Which menus have become very popular in recent years because they provide consistency in menu location and operation among applications and efficiently use display space?

A) Pop-down menu B) Pop-up menu C) Drop-up menu D) Drop-down menu Answer: D Page Ref: 322 Diff: Easy AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept 25) Which interaction is a highly intuitive human-computer interaction method whereby data fields are formatted in a manner similar to paper-based forms?

A) Menu interaction B) Form interaction C) Object-based interaction D) Command language interaction Answer: B Page Ref: 325 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept 26) Which interaction is a human-computer interaction method in which symbols are used to represent commands or functions?

A) Menu interaction B) Form interaction C) Object-based interaction D) Command language interaction Answer: C Page Ref: 327 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept

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27) The premise of ________ is to allow users to fill in the blanks when working with a system.

A) Menu interaction B) Form interaction C) Object-based interaction D) Command language interaction Answer: B Page Ref: 325 Diff: Easy AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept 28) The most common method for implementing ________ is through the use of icons.

A) Menu interaction B) Form interaction C) Object-based interaction D) Natural language interaction Answer: C Page Ref: 327 Diff: Easy AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept 29) A(n) ________ is a graphical picture that represents specific functions within a system.

A) Icon B) Button C) Menu D) Form Answer: A Page Ref: 327 Diff: Easy AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept

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30) "Automatically show standard embedded symbols, decimal points, credit symbol, or dollar sign" relates to which guideline for structuring data entry fields.

A) Defaults B) Units C) Replacement D) Format Answer: D Page Ref: 333 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept 31) "Assume today's date for a new sales invoice, or use the standard product price unless overridden" relates to which guideline for structuring data entry fields.

A) Defaults B) Units C) Replacement D) Format Answer: A Page Ref: 333 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept 32) "Allow the user to look up the value in a table or automatically fill in the value once the user enters enough significant characters" relates to which guideline for structuring data entry fields.

A) Defaults B) Units C) Replacement D) Format Answer: C Page Ref: 333 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept

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33) "Indicate quantity in tons, dozens, pounds, etc.," relates to which guideline for structuring data entry fields.

A) Defaults B) Units C) Replacement D) Format Answer: B Page Ref: 333 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept 34) When providing feedback, messages should never scold the user and should attempt to guide the user toward a resolution.

A) Defaults B) Status Information C) Prompting cues D) Error or warning messages Answer: D Page Ref: 336 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept 35) A simple technique for providing feedback that keeps users informed of what is going on within a system.

A) Defaults B) Status Information C) Prompting cues D) Error or warning messages Answer: B Page Ref: 336 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept

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36) A technique for providing feedback that asks the user for specific information or action.

A) Defaults B) Status Information C) Prompting cues D) Error or warning messages Answer: C Page Ref: 336 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept 37) Natural language interaction can be applied to ________.

A) Hardware selection B) Voice entry systems C) Menu placement D) Highlighting techniques Answer: B Page Ref: 327 Diff: Easy AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept 38) "Never require data that are already online or that can be computed," relates to captioning guidelines for structuring data entry fields.

Answer: FALSE Page Ref: 333 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept

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39) The help guideline "simplicity" refers to using lists to break information into manageable pieces.

Answer: FALSE Page Ref: 337 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept 40) The ability to provide field-level help is often referred to as "context-sensitive" help.

Answer: TRUE Page Ref: 337 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept 41) The question "How do I get help?" is an example of Help on Menus.

Answer: FALSE Page Ref: 339 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept 42) The question "What do "merge" and "sort" mean?" is an example of Help on Messages.

Answer: FALSE Page Ref: 339 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Concept

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43) List the data entry screen functional capabilities. List at least two functions per capability.

Answer: Cursor Control Capabilities: Move the cursor forward to the next data field. Move the cursor backward to the previous data field. Move the cursor to the first, last, or some other designated data field. Move the cursor forward one character in a field. Move the cursor backward one character in a field.

Editing Capabilities: Delete the character to the left of the cursor. Delete the character under the cursor. Delete the whole field. Delete data from the whole form (empty the form).

Exit Capabilities: Transmit the screen to the application program. Move to another screen/form.

Confirm the saving of edits or go to another screen/form.

Help Capabilities: Get help on a data field. Get help on a full screen/form.

Page Ref: 332 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Synthesis 44) Describe the guidelines for structuring data entry fields.

Answer: Entry—Never require data that are already online or that can be computed.

Defaults—Always provide default values when appropriate.

Units—Make clear the type of data units requested for entry.

Replacement—Use character replacement when appropriate.

Captioning—Always place a caption adjacent to fields.

Format—Provide formatting examples when appropriate.

Justify—Automatically justify data entries; numbers should be right justified and aligned on decimal points, and text should be left justified.

Help—Provide context-sensitive help when appropriate.

Page Ref: 333 Diff: Moderate AACSB: Information Technology Learning Objective: 11.3 Describe and apply the general guidelines for designing interfaces and specific guidelines for layout design, structuring data entry fields, providing feedback, and system help Classification: Synthesis

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45) ________ is a human-computer interaction method whereby inputs to and outputs from a computer-based application are in a conventional spoken language such as English.

A) Menu interaction B) Form interaction C) Object-based interaction D) Natural language interaction Answer: D Page Ref: 327 Diff: Moderate AACSB: Information Technology Learning Objective: 11.4 Design human-computer dialogues and understand how dialogue diagramming can be used to design dialogues Classification: Concept 46) Range validation test is done to ensure data are within proper range of values.

Answer: TRUE Page Ref: 334 Diff: Moderate AACSB: Information Technology Learning Objective: 11.4 Design human-computer dialogues and understand how dialogue diagramming can be used to design dialogues Classification: Concept 47) A common method used to enhance the validity of entering batches of data records is to create an audit trail of the entire sequence of data entry, processing, and storage.

Answer: TRUE Page Ref: 335 Diff: Moderate AACSB: Information Technology Learning Objective: 11.4 Design human-computer dialogues and understand how dialogue diagramming can be used to design dialogues Classification: Concept 48) List and define four sources of data errors.

Answer: Sources of data errors include appending, truncating, transcripting, and transposing.

Appending is the addition of extra characters to a field. Losing characters from a field is called truncating. Transcripting is defined as entering invalid data into a field. Transposing involves reversing the sequence of one or more characters in a field.

Page Ref: 334 Diff: Moderate AACSB: Information Technology Learning Objective: 11.4 Design human-computer dialogues and understand how dialogue diagramming can be used to design dialogues Classification: Synthesis

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49) What are the guidelines for designing usable help?

Answer: The guidelines are simplicity, organize, and show. Simplicity: Use short, simple wording, common spelling, and complete sentences. Give users only what they need to know, with the option to find additional information. Organize: Use lists to break information into manageable pieces. Show: Provide examples of proper use and the outcomes of such use.

Page Ref: 337 Diff: Easy AACSB: Information Technology Learning Objective: 11.4 Design human-computer dialogues and understand how dialogue diagramming can be used to design dialogues Classification: Synthesis 50) Why would a user need help? List the types of help available.

Answer: A user would need help because the user does not know what to do next, does not understand what is being requested, or does not know how to ask the requested information. The types of help are help on help, help on concepts, help on procedures, help on messages, help on menus, help on function keys, help on commands, and help on words.

Page Ref: 339 Diff: Moderate AACSB: Information Technology Learning Objective: 11.4 Design human-computer dialogues and understand how dialogue diagramming can be used to design dialogues Classification: Synthesis 51) User fatigue is a potentially high usability problem associated with which device?

A) Graphics tablet B) Mouse C) Keyboard D) Touch screen Answer: D Page Ref: 328 Diff: Moderate AACSB: Information Technology Learning Objective: 11.5 Design graphical user interfaces Classification: Concept

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52) Cam is working on the GUI environment for a new project. He told his team to make sure the GUI has the ability to allow a form to have a ________ to directly access the save function.

A) System menu B) Resizable menu C) Modality D) Touch screen Answer: A Page Ref: 346 Diff: Moderate AACSB: Information Technology Learning Objective: 11.5 Design graphical user interfaces Classification: Concept 53) Error messages should appear in roughly the same format and placement each time so that they are recognized as error messages and not as some other information.

Answer: TRUE Page Ref: 337 Diff: Moderate AACSB: Information Technology Learning Objective: 11.5 Design graphical user interfaces Classification: Concept 54) The greatest weakness of designing within a standard operating environment is that standards for the behavior of most system operations have already been defined.

Answer: FALSE Page Ref: 344 Diff: Moderate AACSB: Information Technology Learning Objective: 11.5 Design graphical user interfaces Classification: Concept 55) Modality does not require users to resolve the request for information before proceeding.

Answer: FALSE Page Ref: 346 Diff: Moderate AACSB: Information Technology Learning Objective: 11.5 Design graphical user interfaces Classification: Concept 56) When designing a dialogue, your goal is to establish the sequence of displays that users will encounter when working with the system.

Answer: TRUE Page Ref: 346 Diff: Moderate AACSB: Information Technology Learning Objective: 11.5 Design graphical user interfaces Classification: Concept 255 Copyright © 2025 Pearson Education, Inc.

57) What is dialogue diagramming? Define the components of this technique.

Answer: A formal method for designing and representing dialogues is dialogue diagramming.

Dialogue diagrams have only one symbol, a box with three sections; each box represents one display within a dialogue. The three sections of the box are used as follows: 1. Top: Contains a unique display reference number used by other displays for referencing it. 2. Middle: Contains the name or description of the display. 3. Bottom: Contains display reference numbers that can be accessed from the current display. All lines connecting the boxes within dialogue diagrams are assumed to be bidirectional and thus do not need arrowheads to indicate direction. This means that users are allowed to move forward and backward between adjacent displays.

Page Ref: 341 Diff: Easy AACSB: Information Technology Learning Objective: 11.5 Design graphical user interfaces Classification: Synthesis 58) Which of the following errors can occur when adding additional characters to a field?

A) Transposing B) Appending C) Transcripting D) Truncating Answer: B Page Ref: 334 Diff: Moderate AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept 59) Which of the following errors can occur when losing characters from a field?

A) Transposing B) Appending C) Transcripting D) Truncating Answer: D Page Ref: 334 Diff: Moderate AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept

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60) Which of the following errors can occur when entering invalid data into a field?

A) Transposing B) Appending C) Transcripting D) Truncating Answer: C Page Ref: 334 Diff: Moderate AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept 61) Which of the following errors can occur when reversing the sequence of one or more characters in a field?

A) Transposing B) Appending C) Transcripting D) Truncating Answer: A Page Ref: 334 Diff: Moderate AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept 62) Which test is done to ensure that data are of proper type, e.g., all numeric, all alphabetic, all alphanumeric?

A) Class B) Reasonableness C) Range D) Expected Values Answer: A Page Ref: 334 Diff: Easy AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept

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63) Which test is done to ensure that data conform to a standard format?

A) Self-Checking Digits B) Missing Data C) Templates D) Expected Values Answer: C Page Ref: 334 Diff: Easy AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept 64) Which test is done to check for existence of data items in all fields of a record?

A) Self-Checking Digits B) Missing Data C) Templates D) Expected Values Answer: B Page Ref: 334 Diff: Moderate AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept 65) "Provide examples of proper use and the outcomes of such use," is related to which guideline for designing usable help?

A) Simplicity B) Manage C) Organize D) Show Answer: D Page Ref: 337 Diff: Easy AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept

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66) "Use lists to break information into manageable pieces," is related to which guideline for designing usable help?

A) Simplicity B) Manage C) Organize D) Show Answer: C Page Ref: 337 Diff: Moderate AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept 67) "Use short, simple wording, common spelling, and complete sentences and give users only what they need to know, with the option to find additional information," is related to which guideline for designing usable help?

A) Simplicity B) Manage C) Organize D) Show Answer: A Page Ref: 337 Diff: Moderate AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept 68) "Dialogues should be logically grouped and have a beginning, middle, and end," is related to which guideline for the design of human-computer dialogues?

A) Control B) Consistency C) Closure D) Reversal Answer: C Page Ref: 340 Diff: Moderate AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept

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69) "It should be a simple process for users to enter information and navigate between screens," is related to which guideline for the design of human-computer dialogues?

A) Control B) Ease C) Feedback D) Reversal Answer: B Page Ref: 340 Diff: Easy AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept 70) Which common property of windows and forms in a GUI environment requires users to resolve the request for information before proceeding?

A) Maximize B) Minimize C) Movable D) Modality Answer: D Page Ref: 346 Diff: Moderate AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept 71) Which common property of windows and forms in a GUI environment allows users to shrink a window or form to an icon?

A) Maximize B) Minimize C) Movable D) Modality Answer: B Page Ref: 346 Diff: Easy AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept

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72) ________ is the technique of placing "tabs" that show a user where he or she is within a site and where he or she has been.

A) Control B) Ease C) Cookie Crumbs D) Reversal Answer: C Page Ref: 348 Diff: Easy AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept 73) Building dialogue prototypes and assessing usability are mandatory activities.

Answer: FALSE Page Ref: 342 Diff: Moderate AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept 74) "Avoid having pages with no "parent" that can be reached by using a back button” is a tip to avoid orphan pages.

Answer: TRUE Page Ref: 347 Diff: Moderate AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Concept 75) What are cookie crumbs and why are they used?

Answer: Cookie crumbs are "tabs" or sequenced links on a Web page that show a user where he or she is within a site and where he or she has been. These tabs or sequenced links are hypertext links that can be used to quickly move backward in the site.

Page Ref: 348 Diff: Moderate AACSB: Information Technology Learning Objective: 11.6 Discuss guidelines for the design of interfaces and dialogues for Internet-based electronic commerce systems Classification: Synthesis Modern Systems Analysis and Design, 10e (Valacich) Chapter 12 System Implementation and Maintenance 1) During the early stages of ________, the training plans are finalized and training on the use of 261 Copyright © 2025 Pearson Education, Inc.

the system begins.

A) Implementation B) Analysis C) Design D) Planning Answer: A Page Ref: 357 Diff: Moderate AACSB: Information Technology Learning Objective: 12.1 Provide an overview of the system implementation process Classification: Concept 2) What is the purpose of system implementation?

A) To replace an entire system B) To test the methodology for completeness C) To convert the physical system specifications into work and reliable software and hardware D) To make the client happy Answer: C Page Ref: 356 Diff: Easy AACSB: Information Technology Learning Objective: 12.1 Provide an overview of the system implementation process Classification: Concept 3) Regardless of the development methodology followed, once coding has begun, the testing process can begin and proceed in parallel.

Answer: TRUE Page Ref: 356 Diff: Easy AACSB: Information Technology Learning Objective: 12.1 Provide an overview of the system implementation process Classification: Concept 4) Support includes conversion of existing data, software, documentation, and work procedures to those consistent with the new system.

Answer: FALSE Page Ref: 357 Diff: Moderate AACSB: Information Technology Learning Objective: 12.1 Provide an overview of the system implementation process Classification: Concept

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5) List at least five deliverables from the coding, testing, and installation stages of system implementation.

Answer: Coding deliverables include code and program documentation. Testing deliverables include test plans, test data, and the results of program and system testing. Installation deliverables include user guides, user training plan, and installation and conversion plan.

Page Ref: 357 Diff: Moderate AACSB: Information Technology Learning Objective: 12.1 Provide an overview of the system implementation process Classification: Synthesis 6) Inspection is a(n) ________ technique in which participants examine program code for predictable language-specific errors.

A) Training B) Testing C) Support D) Installation Answer: B Page Ref: 360 Diff: Easy AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept 7) ________ is a testing technique in which the program code is sequentially executed manually by the reviewer.

A) Unit testing B) Integration testing C) Desk checking D) Stub testing Answer: C Page Ref: 361 Diff: Easy AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept

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8) In ________ testing, each module is tested alone in an attempt to discover any errors in its code.

A) Unit B) Stub C) Integration D) System Answer: A Page Ref: 361 Diff: Moderate AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept 9) ________ testing is defined as the process of bringing together all of the modules that a program comprises for testing purposes.

A) Unit B) Stub C) Integration D) System Answer: C Page Ref: 361 Diff: Easy AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept 10) ________ testing is defined as the process of bringing together all of the programs that a system comprises for testing purposes.

A) Unit B) Integration C) Stub D) System Answer: D Page Ref: 361 Diff: Easy AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept

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11) ________ testing is a technique used in testing modules, especially where modules are written and tested in a top-down fashion, where a few lines of code are used to substitute for subordinate modules.

A) Unit B) Stub C) System D) Integration Answer: B Page Ref: 361 Diff: Moderate AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept 12) ________ is more than simply expanded integration testing, where you are testing the interfaces between programs in a system rather than testing the interfaces between modules in a program.

A) Unit testing B) Stud testing C) System testing D) Desk checking Answer: C Page Ref: 362 Diff: Moderate AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept 13) ________ testing sometimes is also called module testing.

A) Unit B) System C) Integration D) Stub Answer: A Page Ref: 361 Diff: Moderate AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept

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14) The type of acceptance testing that tries to break the system.

A) Recovery B) Security C) Stress D) Performance Answer: C Page Ref: 365 Diff: Moderate AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept 15) The type of acceptance testing that determines if mechanisms built into the system will protect it from improper penetration.

A) Recovery B) Security C) Stress D) Performance Answer: B Page Ref: 365 Diff: Moderate AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept 16) The type of acceptance testing that determines if the system performs with similar response time in each environment.

A) Recovery B) Security C) Stress D) Performance Answer: D Page Ref: 365 Diff: Moderate AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept 17) Exactly what the code does is investigated in inspection testing.

Answer: FALSE Page Ref: 360 Diff: Moderate AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept

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18) Specification walk-throughs tend to be informal reviews whereas code walk-throughs tend to be formal.

Answer: FALSE Page Ref: 360 Diff: Moderate AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept 19) Desk checking is a formal process in which the programmer or someone else who understands the logic of the program works through the code with a paper and pencil.

Answer: FALSE Page Ref: 361 Diff: Moderate AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept 20) The intent of the alpha test is to determine whether the software, documentation, technical support, and training activities work as intended. In essence, alpha testing can be viewed as a rehearsal of the installation phase.

Answer: FALSE Page Ref: 365 Diff: Moderate AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept 21) During beta testing, the entire system is implemented in a test environment to discover whether the system is overtly destructive to itself or to the rest of the environment.

Answer: FALSE Page Ref: 365 Diff: Moderate AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Concept

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22) List and define three types of automated testing techniques.

Answer: 1. Unit testing, sometimes called module testing, is an automated technique whereby each module is tested alone in an attempt to discover any errors that may exist in the module's code.

2. Integration testing is the process of bringing together all of the modules that a program comprises for testing purposes. Modules are typically integrated in a top-down, incremental fashion.

3. System testing is a similar process, but instead of integrating modules into programs for testing, you integrate programs into systems. System testing follows the same incremental logic that integration testing does.

Page Ref: 361 Diff: Difficult AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Synthesis 23) What are the points to remember about the testing process itself? What are some things to keep in mind about this process?

Answer: There are two important things to remember about testing information systems: 1. The purpose of testing is to confirm that the system satisfies requirements.

2. Testing must be planned.

First, testing is not haphazard. You must pay attention to many different aspects of a system, such as response time, response to boundary data, response to no input, response to heavy volumes of input, and so on. You must test anything (within resource constraints) that could go wrong or be wrong with a system. At a minimum, you should test the most frequently used parts of the system and as many other paths throughout the system as time permits.

Page Ref: 362 Diff: Moderate AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Synthesis 24) Define acceptance testing. Identify and define at least two possible outcomes of acceptance testing.

Answer: Acceptance testing is testing the system in the environment where it will eventually be used. Acceptance refers to the fact that users typically sign off on the system and "accept" it once they are satisfied with it. The most complete acceptance testing will include alpha testing, in which simulated but typical data are used for system testing; beta testing, in which live data are used in the users' real working environment; and a system audit conducted by the organization's internal auditors or by members of the quality assurance group.

Page Ref: 365 Diff: Moderate AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Synthesis

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25) Explain the four types of installation.

Answer: The four types of installation are: direct, parallel, single location, and phased. Changing over from the old information system to a new one by turning off the old system as the new one is turned on is called direct installation. Parallel installation involves running the old information system and the new one at the same time until management decides the old system can be turned off. Single location installation involves trying out a new information system at one site and using the experience to decide if and how the new system should be deployed throughout the organization. Changing over from the old information system to a new one incrementally, starting with one or a few functional components and then gradually extending the installation to cover the whole new system is commonly called phased installation.

Page Ref: 367 Diff: Moderate AACSB: Information Technology Learning Objective: 12.2 Describe how software applications are tested Classification: Synthesis 26) Joel wants to install the system by turning off the old system and turning up new system. Joel is implementing the ________ installation method.

A) Direct B) Parallel C) Pilot D) Phased Answer: A Page Ref: 367 Diff: Moderate AACSB: Information Technology Learning Objective: 12.3 Apply four installation strategies: direct, parallel, single-location, and phased installation Classification: Concept 27) The "cold turkey" approach to installation of a new system.

A) Direct B) Parallel C) Single-location D) Phased Answer: A Page Ref: 367 Diff: Moderate AACSB: Information Technology Learning Objective: 12.3 Apply four installation strategies: direct, parallel, single-location, and phased installation Classification: Concept

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28) Changing from the current to the new system in a series of separate sites over time.

A) Direct B) Parallel C) Single-location D) Phased Answer: C Page Ref: 367 Diff: Moderate AACSB: Information Technology Learning Objective: 12.3 Apply four installation strategies: direct, parallel, single-location, and phased installation Classification: Concept 29) The type of system installation where all of the work done by the old system is concurrently performed by the new system.

A) Direct B) Parallel C) Single-location D) Phased Answer: B Page Ref: 367 Diff: Moderate AACSB: Information Technology Learning Objective: 12.3 Apply four installation strategies: direct, parallel, single-location, and phased installation Classification: Concept 30) The type of system installation that allows for some benefits from the new system before the whole system is ready.

A) Direct B) Parallel C) Single-location D) Phased Answer: D Page Ref: 368 Diff: Moderate AACSB: Information Technology Learning Objective: 12.3 Apply four installation strategies: direct, parallel, single-location, and phased installation Classification: Concept

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31) In direct installation, any errors resulting from the new system will have a direct impact on the users and how they do their jobs and, in some cases—depending on the centrality of the system to the organization—on how the organization performs its business.

Answer: TRUE Page Ref: 367 Diff: Moderate AACSB: Information Technology Learning Objective: 12.3 Apply four installation strategies: direct, parallel, single-location, and phased installation Classification: Concept 32) Quick-reference guides are often printed on index cards or as small books and mounted on or near the computer terminal.

Answer: TRUE Page Ref: 371 Diff: Moderate AACSB: Information Technology Learning Objective: 12.4 List the deliverables for documenting the system and for training and supporting users Classification: Concept 33) The most common delivery method for corporate training remains traditional instructor-led classroom training.

Answer: TRUE Page Ref: 372 Diff: Moderate AACSB: Information Technology Learning Objective: 12.4 List the deliverables for documenting the system and for training and supporting users Classification: Concept 34) Support means providing ongoing educational and problem-solving assistance to information system users. For in-house developed systems, support materials and jobs will have to be prepared or designed as part of the implementation process.

Answer: TRUE Page Ref: 371 Diff: Moderate AACSB: Information Technology Learning Objective: 12.4 List the deliverables for documenting the system and for training and supporting users Classification: Concept

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35) It is not crucial that help desk personnel know when new systems and releases are being implemented and when users are being trained for new systems.

Answer: FALSE Page Ref: 374 Diff: Moderate AACSB: Information Technology Learning Objective: 12.4 List the deliverables for documenting the system and for training and supporting users Classification: Concept 36) Define system documentation and user documentation.

Answer: System documentation is detailed information about a system's design specifications, its internal workings, and its functionality. User documentation refers to written or other visual information about an application system, how it works, and how to use it.

Page Ref: 370 Diff: Easy AACSB: Information Technology Learning Objective: 12.4 List the deliverables for documenting the system and for training and supporting users Classification: Synthesis 37) List at least three types of user training and an example for each.

Answer: The type of training needed will vary by system type and user expertise. The list of potential topics from which you will determine if training will be useful includes the following: • Use of the system (e.g., how to enter a class registration request) • General computer concepts (e.g., computer files and how to copy them) • Information system concepts (e.g., batch processing) • Organizational concepts (e.g., FIFO inventory accounting) • System management (e.g., how to request changes to a system) • System installation (e.g., how to reconcile current and new systems during phased installation) Page Ref: 371 Diff: Difficult AACSB: Information Technology Learning Objective: 12.4 List the deliverables for documenting the system and for training and supporting users Classification: Synthesis

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38) What is a help desk? What are the top two valued skills help desk personnel should have?

Answer: A help desk is a single point of contact for all user inquiries and problems about a particular information system or for all users in a particular department. Help desk personnel need to be good at communicating with users, listening to their problems, and intelligently communicating potential solutions. These personnel also need to understand the technology they are helping users with.

Page Ref: 374 Diff: Moderate AACSB: Information Technology Learning Objective: 12.4 List the deliverables for documenting the system and for training and supporting users Classification: Synthesis 39) "Add to cart, list section, calculate tax, change personal data" are examples of scenarios that fall into which testing category?

A) Simple functionality B) Multiple functionality C) Function chains D) Elective functions Answer: A Page Ref: 379 Diff: Moderate AACSB: Information Technology Learning Objective: 12.5 Explain why system implementation sometimes fails Classification: Concept 40) "Add item to cart and change quantity, create user account, change address" are examples of scenarios that fall into which testing category?

A) Simple functionality B) Multiple functionality C) Function chains D) Emergency/crisis Answer: B Page Ref: 379 Diff: Easy AACSB: Information Technology Learning Objective: 12.5 Explain why system implementation sometimes fails Classification: Concept

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41) User's personal stake factor specifies how important the domain of the system is for the user; in other words, how relevant the system is to the work the user performs.

Answer: TRUE Page Ref: 375 Diff: Moderate AACSB: Information Technology Learning Objective: 12.5 Explain why system implementation sometimes fails Classification: Concept 42) "Add item to cart, check out, create user account, purchase" are examples of scenarios that fall into which testing category?

A) Multiple functionality B) Emergency/crisis C) Elective functions D) Function chains Answer: D Page Ref: 379 Diff: Easy AACSB: Information Technology Learning Objective: 12.6 Describe the threats to system security and remedies that can be applied Classification: Concept 43) "Returned items, lost shipments, item out of stock" fall into the function chains testing category.

Answer: FALSE Page Ref: 379 Diff: Moderate AACSB: Information Technology Learning Objective: 12.6 Describe the threats to system security and remedies that can be applied Classification: Concept 44) Most companies spend more on systems security than the average loss due to cybersecurity for their company type.

Answer: TRUE Page Ref: 378 Diff: Easy AACSB: Information Technology Learning Objective: 12.6 Describe the threats to system security and remedies that can be applied Classification: Concept

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45) "Examine response time when backing up server data" refers to which kind of test type?

A) Recovery B) Security C) Performance D) Stress Answer: C Page Ref: 381 Diff: Moderate AACSB: Information Technology Learning Objective: 12.7 Show how traditional implementation issues apply to electronic commerce applications Classification: Concept 46) System bugs can be identified during the testing process.

Answer: TRUE Page Ref: 380 Diff: Moderate AACSB: Information Technology Learning Objective: 12.7 Show how traditional implementation issues apply to electronic commerce applications Classification: Concept 47) When ________ maintenance problems surface, they are typically urgent and need to be resolved to curtail possible interruptions in normal business activities.

A) Adaptive B) Corrective C) Perfective D) Preventive Answer: B Page Ref: 385 Diff: Moderate AACSB: Information Technology Learning Objective: 12.8 Explain and contrast four types of maintenance Classification: Concept 48) The type of maintenance that safeguards the system from future problems.

A) Corrective B) Adaptive C) Perfective D) Preventive Answer: D Page Ref: 385 Diff: Moderate AACSB: Information Technology Learning Objective: 12.8 Explain and contrast four types of maintenance Classification: Concept 275 Copyright © 2025 Pearson Education, Inc.

49) The type of maintenance that repairs design and programming errors.

A) Corrective B) Adaptive C) Perfective D) Preventive Answer: A Page Ref: 385 Diff: Moderate AACSB: Information Technology Learning Objective: 12.8 Explain and contrast four types of maintenance Classification: Concept 50) The type of maintenance that evolves the system to solve new problems or take advantage of new opportunities.

A) Corrective B) Adaptive C) Perfective D) Preventive Answer: C Page Ref: 385 Diff: Moderate AACSB: Information Technology Learning Objective: 12.8 Explain and contrast four types of maintenance Classification: Concept 51) The type of maintenance that modifies the system to environmental changes.

A) Corrective B) Adaptive C) Perfective D) Preventive Answer: B Page Ref: 385 Diff: Moderate AACSB: Information Technology Learning Objective: 12.8 Explain and contrast four types of maintenance Classification: Concept

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52) ________ maintenance is usually less urgent than corrective maintenance because business and technical changes typically occur over some period of time.

A) Adaptive B) Corrective C) Perfective D) Preventive Answer: A Page Ref: 385 Diff: Moderate AACSB: Information Technology Learning Objective: 12.8 Explain and contrast four types of maintenance Classification: Concept 53) Contrary to corrective maintenance, ________ maintenance is generally a small part of an organization's maintenance effort, but it adds value to the organization.

A) Adaptive B) Corrective C) Perfective D) Preventive Answer: A Page Ref: 386 Diff: Moderate AACSB: Information Technology Learning Objective: 12.8 Explain and contrast four types of maintenance Classification: Concept 54) The business needs of XYZ, Inc is changing so the company will have to go through ________ to evolve its functionality.

A) Preventive maintenance B) Perfective maintenance C) Corrective maintenance D) Adaptive maintenance Answer: D Page Ref: 385 Diff: Easy AACSB: Information Technology Learning Objective: 12.8 Explain and contrast four types of maintenance Classification: Concept

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55) Which type of maintenance offers the least value to the organization?

A) Preventive B) Adaptive C) Corrective D) Perfective Answer: C Page Ref: 385 Diff: Easy AACSB: Information Technology Learning Objective: 12.8 Explain and contrast four types of maintenance Classification: Concept 56) What are the four major activities that occur within maintenance?

Answer: 1. Obtaining maintenance requests 2. Transforming requests into changes 3. Designing changes 4. Implementing changes Page Ref: 383 Diff: Easy AACSB: Information Technology Learning Objective: 12.8 Explain and contrast four types of maintenance Classification: Synthesis 57) How can one distinguish between development and maintenance?

Answer: One difference is that maintenance reuses most existing system modules in producing the new system version. Other distinctions are that a new system is developed when there is a change in the hardware or software platform or when fundamental assumptions and properties of the data, logic, or process models change.

Page Ref: 384 Diff: Easy AACSB: Information Technology Learning Objective: 12.8 Explain and contrast four types of maintenance Classification: Synthesis 58) List the four types of maintenance.

Answer: Four types of maintenance were identified in the text. The types are corrective maintenance, adaptive maintenance, perfective maintenance, and preventive maintenance.

Corrective maintenance refers to changes made to a system to repair flaws in its design, coding, or implementation. Adaptive maintenance refers to changes made to a system to evolve its functionality to changing business needs or technologies. Changes made to a system to add new features or to improve performance are perfective maintenance changes. Changes made to a system to avoid possible future problems are preventive maintenance changes.

Page Ref: 385 Diff: Moderate AACSB: Information Technology Learning Objective: 12.8 Explain and contrast four types of maintenance Classification: Synthesis

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59) Many systems professionals feel that ________ maintenance is not really maintenance but rather new development.

A) Adaptive B) Corrective C) Perfective D) Preventive Answer: C Page Ref: 386 Diff: Moderate AACSB: Information Technology Learning Objective: 12.9 Describe several factors that influence the cost of maintaining an information system and apply these factors to the design of maintainable systems Classification: Concept 60) Which maintenance involves changes made to a system to reduce the chance of future system failure?

A) Adaptive B) Corrective C) Perfective D) Preventive Answer: D Page Ref: 386 Diff: Moderate AACSB: Information Technology Learning Objective: 12.9 Describe several factors that influence the cost of maintaining an information system and apply these factors to the design of maintainable systems Classification: Concept 61) The term for the number of unknown errors existing in the system after it is installed.

A) Corrective defects B) MTBF defects C) Latent defects D) Maintainability defects Answer: C Page Ref: 387 Diff: Moderate AACSB: Information Technology Learning Objective: 12.9 Describe several factors that influence the cost of maintaining an information system and apply these factors to the design of maintainable systems Classification: Concept

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62) Lack of ________ can cause maintenance efforts to increase exponentially.

A) Maintenance personnel B) Customer use C) Quality documentation D) Measurement for unknown errors Answer: C Page Ref: 387 Diff: Easy AACSB: Information Technology Learning Objective: 12.9 Describe several factors that influence the cost of maintaining an information system and apply these factors to the design of maintainable systems Classification: Concept 63) Over the life of a system, corrective maintenance is most likely to occur after initial system installation or after major system changes. This means that adaptive, perfective, and preventive maintenance activities can lead to corrective maintenance activities if not carefully designed and implemented.

Answer: TRUE Page Ref: 386 Diff: Moderate AACSB: Information Technology Learning Objective: 12.9 Describe several factors that influence the cost of maintaining an information system and apply these factors to the design of maintainable systems Classification: Concept 64) Packaged software does not require any maintenance.

Answer: FALSE Page Ref: 388 Diff: Easy AACSB: Information Technology Learning Objective: 12.9 Describe several factors that influence the cost of maintaining an information system and apply these factors to the design of maintainable systems Classification: Concept

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65) What is maintainability? Identify several factors that influence the maintainability of a system.

Answer: Maintainability is the ease with which software can be understood, corrected, adapted, and enhanced. The cost elements of maintenance include defects, customers, documentation, personnel, tools, and software structure. The defect element refers to the number of unknown defects in a system when it is installed. Typically, the more latent defects, the higher the maintenance costs. The customer element refers to the number of different customers that a maintenance group must support. Generally, the more customers, the greater the maintenance costs. The documentation element refers to the quality of technical system documentation including test cases. Without quality documentation, maintenance efforts increase exponentially.

Maintenance programmers should be able to understand and change the software that they did not originally create. The tool element refers to software development tools, debuggers, hardware, and other resources. Such tools help reduce maintenance costs. Software structure refers to the structure and maintainability of the software. If programs are well-structured, they are easier to understand, modify, and fix.

Page Ref: 386 Diff: Moderate AACSB: Information Technology Learning Objective: 12.9 Describe several factors that influence the cost of maintaining an information system and apply these factors to the design of maintainable systems Classification: Synthesis 66) What are the factors that influence maintainability of a system? Which ones are the most significant?

Answer: These factors are latent defects, number of customers of a given system, quality of system documentation, maintenance personnel, tools, and well-structured programs. Of these factors, three are most significant: the number of latent defects, the number of customers, and documentation quality.

Page Ref: 387 Diff: Moderate AACSB: Information Technology Learning Objective: 12.9 Describe several factors that influence the cost of maintaining an information system and apply these factors to the design of maintainable systems Classification: Synthesis

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67) "Formal transfer of systems between groups improves the system and documentation quality" is an advantage of which maintenance organizational structure?

A) Separate B) Non-functional C) Combined D) Functional Answer: A Page Ref: 388 Diff: Moderate AACSB: Information Technology Learning Objective: 12.10 Describe maintenance management issues, including alternative organizational structures, quality measurement, processes for handling change requests, and configuration management Classification: Concept 68) Measuring the number of and time between failures will provide you with the basis to calculate a widely used measure of system quality. This metric is referred to as ________.

A) Mean time between failures B) Maintenance time between failures C) Medium time between failures D) Maintainability time between failures Answer: A Page Ref: 389 Diff: Easy AACSB: Information Technology Learning Objective: 12.10 Describe maintenance management issues, including alternative organizational structures, quality measurement, processes for handling change requests, and configuration management Classification: Concept 69) The process of ensuring that only authorized changes are made to a system is known as ________.

A) Change request B) Build routines C) Baseline modules D) Configuration management Answer: D Page Ref: 392 Diff: Moderate AACSB: Information Technology Learning Objective: 12.10 Describe maintenance management issues, including alternative organizational structures, quality measurement, processes for handling change requests, and configuration management Classification: Concept

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70) ________ is/are the guidelines that list the instructions to construct an executable system from the baseline source code.

A) Change request B) Build routines C) Baseline modules D) Configuration management Answer: B Page Ref: 392 Diff: Easy AACSB: Information Technology Learning Objective: 12.10 Describe maintenance management issues, including alternative organizational structures, quality measurement, processes for handling change requests, and configuration management Classification: Concept 71) Enhancement-type requests must first be evaluated to see whether they are aligned with future business and information systems' plans. If not, the request will be rejected and the requester will be informed.

Answer: TRUE Page Ref: 390 Diff: Moderate AACSB: Information Technology Learning Objective: 12.10 Describe maintenance management issues, including alternative organizational structures, quality measurement, processes for handling change requests, and configuration management Classification: Concept 72) What are the advantages of the different maintenance organizational structures?

Answer: The text presented three different maintenance organizational structures: separate, combined, and functional. The separate approach's advantage is that the formal transfer of systems between groups improves the system and documentation quality. The combined structure's advantage is that the maintenance group knows or has access to all assumptions and decisions behind the system's original design. The functional approach's advantage is that the personnel have a vested interest in effectively maintaining the system and a better understanding of the functional requirements.

Page Ref: 388 Diff: Moderate AACSB: Information Technology Learning Objective: 12.10 Describe maintenance management issues, including alternative organizational structures, quality measurement, processes for handling change requests, and configuration management Classification: Synthesis

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73) What are some reasons why organizations should be concerned with how they manage and assign maintenance personnel?

Answer: One key issue is that many systems professionals don't want to perform maintenance because they feel that it is more exciting to build something new than change an existing system.

Also, organizations have historically provided greater rewards and job opportunities to those performing new development, thus making people shy away from maintenance-type careers.

Page Ref: 388 Diff: Moderate AACSB: Information Technology Learning Objective: 12.10 Describe maintenance management issues, including alternative organizational structures, quality measurement, processes for handling change requests, and configuration management Classification: Synthesis 74) How does an organization control maintenance requests?

Answer: There are various types of maintenance requests–some correct minor or severe defects in the systems, whereas others improve or extend system functionality. From a management perspective, a key issue is deciding which requests to perform and which to ignore. Because some requests will be more critical than others, some method of prioritizing requests must be determined. First, you must determine the type of request. If, for example, the request is an error– that is, a corrective maintenance request–then the flowchart shows that the request is placed in the queue of tasks waiting to be performed on the system. For an error of high severity, repairs to remove it must be made as soon as possible. If, however, the error is considered "nonsevere," then the change request can be categorized and prioritized based upon its type and relative importance.

Page Ref: 390 Diff: Moderate AACSB: Information Technology Learning Objective: 12.10 Describe maintenance management issues, including alternative organizational structures, quality measurement, processes for handling change requests, and configuration management Classification: Synthesis 75) Discuss the concept of configuration management. Who is the system librarian?

Answer: Configuration management is the process of assuring that only authorized changes are made to a system. When system maintenance is required, maintenance personnel check out the baseline modules from a system librarian. The system librarian controls the checking out and checking in of baseline modules for a system when a system is being developed or maintained.

Page Ref: 392 Diff: Easy AACSB: Information Technology Learning Objective: 12.10 Describe maintenance management issues, including alternative organizational structures, quality measurement, processes for handling change requests, and configuration management Classification: Synthesis

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